3 10 62 https://dhd752groupproject.digital.uic.edu/files/original/85d244deb5e34254670003c09767db06.jpg 59aef9c376369b2aea14ac05daddadc2 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Digital Media for Disabled Healthcare Professionals Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource "Double Trouble" Description An account of the resource The Docs with Disabilities podcast expanded into a collaboration with Stanford Medicine and Stanford Medicine Alliance for Disability Inclusion and Equity (SMADIE), previously known as Stanford Medicine Abilities Coalition (SMAC), in 2022. Dr. Peter Poullos, the founder of SMADIE, became a co-host on the podcast. Image description: Large white text on a navy blue ribbon at the top of the image says “Episode 27: Double Trouble” while white text on a red ribbon at the bottom says “Introducing the Stanford Series.” On the right is a photo of a white woman with blonde hair looking directly at the camera with a slightly mischievous and friendly subtle smile. On the right is a photo of a white man with light brown hair looking at the camera and smiling with teeth exposed and the collar of a white doctor’s coat visible. Text in the center of the image between the ribbons and pictures reads, “Subscribe to the #DocsWithDisabilities Podcast with hosts: Drs. Lisa Meeks & Peter Poullos.” The sponsoring entities are listed below this text: Medical School University of MIchigan Family Medicine, Stanford Medicine, and Stanford Medicine Abilities Coalition. Source A related resource from which the described resource is derived Episode 27: Double Trouble image. <a href="https://medicine.umich.edu/dept/family-medicine/programs/mdisability/transforming-medical-education/docs-disabilities-podcast/docswithdisabilities-podcast-ep-27-double-trouble-introducing-stanford-series">https://medicine.umich.edu/dept/family-medicine/programs/mdisability/transforming-medical-education/docs-disabilities-podcast/docswithdisabilities-podcast-ep-27-double-trouble-introducing-stanford-series</a>. Accessed <span style="font-weight: 400;" data-rich-links="{"dat_df":{"fres_frt":1,"dfie_ts":{"tv":{"tv_s":1651147200,"tv_n":0}},"dfie_l":"en","dfie_p":{"fres_frt":0,"tres_tv":"MMM d, y"},"dfie_dt":"Apr 28, 2022","dfie_pt":3},"type":"date"}">Apr 28, 2022. https://dhd752groupproject.digital.uic.edu/files/original/a79bb0fb35857ae6f51a37713c1f0c6d.jpg 3456c25196dcd079ca7b72325ef05ac6 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Literary Representation of Doctors with Disabilities Description An account of the resource There have been very few accurate and meaningful representations of doctors with disabilities in fiction. There is a dearth of disabled doctors in literature to begin with and when they are present, the themes or disability in conjunction with their profession are not tackled productively or successfully. Through the artifacts provided in this collection, we see that even though there is great potential to set good examples of disabled doctors as part of literature and hence public imagination, the opportunities are made light of and lost when either the themes are not developed holistically or done in a fragmented manner. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Second Opinion by Michael Palmer (Macmillan Publishers, 2009) Description An account of the resource The Second Opinion engages with the representation of disabled doctors in two ways, albiet in a problematic manner. In the first engagement, we see Dr Sperelakis so disabled after involved in a hit and run and being comatosed that he is literally unable to perform his role as a doctor, not giving us even the slightest chance to imagine him as disabled and as a doctor.  On the other hand, we see his daughter who has Asperger's stereotyped as a savant who though is a doctor and has great cognition and photographic memory but lacks social skills, leading her to give up work in an urban American setting and instead join Doctors without Borders. This makes it appear as if being disabled makes one have to choose between their work and social life and one cannot have both, fueling the negative stereotypes around disability, especially in the medical field. Creator An entity primarily responsible for making the resource Michael Palmer Source A related resource from which the described resource is derived https://us.macmillan.com/books/9781429920124/thesecondopinion Publisher An entity responsible for making the resource available Macmillian Publishers Date A point or period of time associated with an event in the lifecycle of the resource 2009 https://dhd752groupproject.digital.uic.edu/files/original/ca193cad28298b58cf4bdfde0ec77ddf.jpg 0fe0f9c5d378d441161ea7bb81c39c51 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Literary Representation of Doctors with Disabilities Description An account of the resource There have been very few accurate and meaningful representations of doctors with disabilities in fiction. There is a dearth of disabled doctors in literature to begin with and when they are present, the themes or disability in conjunction with their profession are not tackled productively or successfully. Through the artifacts provided in this collection, we see that even though there is great potential to set good examples of disabled doctors as part of literature and hence public imagination, the opportunities are made light of and lost when either the themes are not developed holistically or done in a fragmented manner. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Now That You Mention It by Kristin Higgins (2017)  Description An account of the resource This novel, which revolves around a female gastroenterologist getting hit by a van leading her to being temporarily disabled and moving in with her estranged mother is another lost opportunity at exploring what it means for a doctor to be disabled. By removing the disabled doctor from the workplace and implanting her into a domestic space creates the wrongful narrative that someone disabled cannot work as a doctor and has to go on a spiritual journey to reconnect with their family and childhood mermories to find their purpose back in life.  Creator An entity primarily responsible for making the resource Kristin Higgins Source A related resource from which the described resource is derived https://www.kristanhiggins.com/now-that-you-mention-it Publisher An entity responsible for making the resource available Mahvish Nazar Date A point or period of time associated with an event in the lifecycle of the resource 2017 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Disabled Doctors on Twitter Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource #DocsWithDisabilities and Beyond Description An account of the resource Med Twitter, named for the hashtag that indexes it (#MedTwitter), is well-known and much used amongst healthcare professionals. A loose online community of healthcare professionals and students, #MedTwitter hosts diverse content: educational medical “tweetorials;” networking; anecdotes of discrimination experienced; mentorship and mutual support; and casual sociality (O’Glasser et al., 2020). Hashtags, particular accounts, intra-Twitter visibility campaigns, and regular users’ Tweets all have sought to educate users and to change disability-related conversations and practices within medicine. While some such community support and advocacy efforts are organic, others, like the 2018 Twitter campaign #DocsWithDisabilities, are preplanned… but take on a life of their own (Meeks et al., 2019). Lisa Meeks’ team assembled testimonials from disabled healthcare professionals and students, “capturing commentary on barriers and supports, suggestions for improving inclusion of DWD [doctors with disabilities] in medicine, and their thoughts and words of wisdom for the community” (Meeks et al., 2019, pp. 525–526). The team then shared these profiles through two Twitter accounts alongside the #DocsWithDisabilities hashtag. Quickly, a community formed around the posts and hashtag. Users tweeted their own stories and retweeted the original #DocsWithDisabilities posts. The movement grew organically, with physicians and trainees sharing experiences, forming community, seeking advice, and spawning spinoff hashtags like #DisabledDoctors. Healthcare professional online networking is starting to create inclusive communities that provide emotional support and uplift advocacy work. Source A related resource from which the described resource is derived Meeks, L. M., Liao, P., & Kim, N. (2019). Using Twitter to promote awareness of disabilities in medicine. Medical Education, 53(5), 525–526. https://doi.org/10.1111/medu.13836 O’Glasser, A. Y., Jaffe, R. C., & Brooks, M. (2020). To Tweet or Not to Tweet, That Is the Question. Seminars in Nephrology, 40(3), 249–263. https://doi.org/10.1016/j.semnephrol.2020.04.003 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Evolving Educational and Cultural Norms Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Disability in Medical Education Description An account of the resource Medical students receive little-to-no training that focuses on disability specifically—from social, biomedical, or other clinical angles—and the slow pace of change in this regard is a likely factor in the long-standing biases against disabled patients and doctors among medical practitioners. Recent work began to quantify the ableist ideology common in medicine that practitioners, patients, and scholars have qualitatively described for decades –probably for centuries. A team led by Lisa Iezzoni, one of the highest profile doctors with a disability in the US (Blauwet, 2017; Gordon, 2018), found that 82.4 percent of over 700 physicians surveyed felt that significant disabilities were associated with a worse quality of life (Iezzoni et al., 2021). Their survey also revealed a degree of uncertainty and lack of confidence when it came to treating disabled patients (ibid). This research suggests that the continuing failure of medical education to cover disability endangers patient outcomes in addition to reducing the inclusiveness of medical institutions towards disabled physicians. Iezzoni herself was barred from applying to residency and thus from practicing medicine due to her disability. When she graduated from Harvard Medical School in the 1980s after developing multiple sclerosis (MS) during her tenure there the medical school refused to write the requisite letter of recommendation for her residency application because they did not believe that she would be capable of practicing medicine (Blauwet, 2017). The Americans with Disabilities Act (ADA) of 1990 mitigates such overtly discriminatory behavior, but medical schools still do little to counteract the ableist biases that students enter with, absorb from peers and educators, and are taught in the process of their medical training. And yet, as recently as 2015, a maximum of half of medical schools indicated  that they included any disability-focused material in their undergraduate medical education (UME) curriculum (Seidel & Crowe, 2017). The constraints faced by the study’s authors, Seidel and Crowe (2017), suggests that even after the ADA and the Amendment Act in 2008 medical schools’ investment in disability writ large is limited; less than half (45%) of the 167 accredited medical schools (those granting MD and DO degrees)  responded to the 2015 survey about curricular coverage of disability. Students and professors in medical schools interviewed in a 2021 article by Stat, a medical news site, attested to the minimal or non-existent coverage disability receives in coursework, even in anti-bias trainings (Sohn, 2021). And, over three decades after the ADA, the Licensing Council for Medical Education (LCME) does not require schools to include disability-focused material in their curricula to achieve full accreditation. Advocates point out that the presence of disabled medical trainees and doctors can help counteract, and is protective against, further bias developing in their non-disabled peers. Disabled students and doctors recently started to argue, publicly, that disabled providers can surpass their non-disabled peers in empathy, communication skills, maturity, resilience, and the capacity to cope with obstacles (Anonymous, 2019; L. M. Meeks, Stergiopoulos, et al., 2022; Rastogi, 2021). Thus, forms of disability education in medical contexts can take many forms, from overt classroom instruction to passive, even implicit exposure to disabled peers and disability-related issues. Source A related resource from which the described resource is derived Anonymous. (2019). In My Experience: How Educators Can Support a Medical Student With Mental Illness. Academic Medicine, 94(11), 1638–1639. https://doi.org/10.1097/ACM.0000000000002953 Blauwet, C. A. (2017, December 6). I Use a Wheelchair. And Yes, I’m Your Doctor. The New York Times. https://www.nytimes.com/2017/12/06/opinion/doctor-wheelchair-disability.html Gordon, E. (2018, August 6). Doctors With Disabilities Push For Culture Change In Medicine. NPR. https://www.npr.org/sections/health-shots/2018/08/06/635414552/doctors-with-disabilities-push-for-culture-change-in-medicine Iezzoni, L. I., Rao, S. R., Ressalam, J., Bolcic-Jankovic, D., Agaronnik, N. D., Donelan, K., Lagu, T., & Campbell, E. G. (2021). Physicians’ Perceptions Of People With Disability And Their Health Care. Health Affairs, 40(2), 297–306. https://doi.org/10.1377/hlthaff.2020.01452 Meeks, L. M., Stergiopoulos, E., & Petersen, K. H. (2022). Institutional Accountability for Students With Disabilities: A Call for Liaison Committee on Medical Education Action. Academic Medicine, 97(3), 341–345. https://doi.org/10.1097/ACM.0000000000004471 Rastogi, S. (2021). Establishing Equity in Medical Education—Supporting Clinical Trainees with Disabilities. New England Journal of Medicine, 384(10), 885–887. https://doi.org/10.1056/NEJMp2035279 Seidel, E., & Crowe, S. (2017). The State of Disability Awareness in American Medical Schools. American Journal of Physical Medicine & Rehabilitation, 96(9), 673–676. https://doi.org/10.1097/PHM.0000000000000719 Sohn, R. (2021, February 1). Survey: Majority of docs hold misconceptions about people with disabilities. Stat. https://www.statnews.com/2021/02/01/large-majority-of-doctors-hold-misconceptions-about-people-with-disabilities-survey-finds/ Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Disability Policies Among Medical Education Programs and Organizations Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Disability as Diversity Description An account of the resource Framing disability as a dimension of diversity is a relatively new strategy adopted by advocates to promote disability inclusion in medicine. Over the last several decades medical schools came under increasing pressure to improve the diversity of their student bodies. Primarily this elevated attention to racial diversity: in 2009 the Liaison Committee for Medical Education (LCME) which accredits undergraduate four-year medical schools added two “standards” designed to increase diversity, and more recently the AAMC issued several reports focusing on racial diversity in medicine (AAMC, n.d.). Thus, diversity became a new measure of medical institutions’ quality alongside test scores, match results, funding, and more. Diversity is now a benchmark to be measured—and thus a source of anxiety and motivation-to-action for schools. Advocates for disability inclusion in medicine capitalized on the growing attention to diversity issues making disability as diversity a cornerstone of their argument. Starting around 2018—the same year that the AAMC officially classified disability as an aspect of diversity—a majority of articles, books, and guides promoting disability inclusion in medicine introduced the importance of disability inclusivity by invoking medicine’s larger mandate to increase the diversity of students and practitioners (L. Meeks & Jain, 2018; L. M. Meeks et al., 2019, 2019; L. M. Meeks, Jain, et al., 2020; L. M. Meeks, Taylor, et al., 2020). Two years later in 2020, Lisa Meeks and Leslie Neal-Boylan’s book Disability as Diversity was published (L. Meeks & Neal-Boylan, 2020). Still, in 2022, the LCME does not include disability in definitions of diversity. The continuing aspiration for diversity—across myriad dimensions of identity and experience—demonstrates both the importance of the metric and the need to further push the envelope of “diversity” and inclusivity. Source A related resource from which the described resource is derived AAMC. (n.d.). Fostering Diversity and Inclusion. AAMC. Retrieved May 2, 2022, from https://www.aamc.org/data-reports/workforce/interactive-data/fostering-diversity-and-inclusion Meeks, L., & Jain, N. (2018). Accessibility, Inclusion, and Action in Medical Education: Lived Experiences of Learners and Physicians With Disabilities,. AAMC. Meeks, L. M., Jain, N. R., & Laird, E. P. (2020). Equal Access for Students with Disabilities: The Guide for Health Science and Professional Education (2nd edition). Springer Publishing Company, LLC. Meeks, L. M., Jain, N. R., Moreland, C., Taylor, N., Brookman, J. C., & Fitzsimons, M. (2019). Realizing a Diverse and Inclusive Workforce: Equal Access for Residents With Disabilities. Journal of Graduate Medical Education, 11(5), 498–503. https://doi.org/10.4300/JGME-D-19-00286.1 Meeks, L. M., Taylor, N., Case, B., Stergiopoulos, E., Zazove, P., Graves, L., McKee, M., Swenor, B. K., Salgat, A., Cerilli, C., Joshi, H., & Moreland, C. J. (2020). The Unexamined Diversity: Disability Policies and Practices in US Graduate Medical Education Programs. Journal of Graduate Medical Education, 12(5), 615–619. https://doi.org/10.4300/JGME-D-19-00940.1 Meeks, L., & Neal-Boylan, L. (2020). Disability as Diversity: A Guidebook for Inclusion in Medicine, Nursing, and the Health Professions. https://dhd752groupproject.digital.uic.edu/files/original/15b6f10e7de3686c671b97ad3ced9611.jpg 3a9b308fdd896fbfeab8c6467a5d07f4 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Representations of Disabled Doctors in Television Description An account of the resource Television, being present in almost every home across the globe has immense potential to impact the way ideas are shared in the public imagination and how due to positive or negative representations, it can shape how the layman thinks about individuals having certain identities and the same goes for disabled doctors. Representations of doctors with disabilities on the small screen have been sparse and unidimensional and even though progress has been made, there is still a long way to do.  Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Firstness comes full circle - Dr Laura Riley on Grey’s Anatomy Description An account of the resource February 2020 saw for the first time the appearance of a deaf doctor on national TV in the form of Dr. Laura Riley on the long-time running drama Grey’s Anatomy. Compared to Dr. Kerry Weaver several years ago, this representation is an authentic take on deaf doctors in the field of medicine as it shows Dr Riley a good diagnostician not despite their deafness but rather because of it. Moreover, the show does not use the character’s deafness as a trope but another layer of their multifaceted personality. Last but not least, the show brings to the fore the variety of communication techniques used by deaf people in professional settings - from signing, lip reading and English to using a sign language interpreter via an iPad, a holistic and nuanced representation of the ways deaf people communicate is shown. Through this, we see more and better representation of doctors with disabilities making their way to the small screen. Creator An entity primarily responsible for making the resource Grey's Anatomy Relation A related resource <iframe width="560" height="315" src="https://www.youtube.com/embed/mj1yfqj9ARI" title="YouTube video player" frameborder="0" allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="allowfullscreen"></iframe> https://dhd752groupproject.digital.uic.edu/files/original/3fc99e522989c793e9f3f8120ab4867d.jpeg 6460058ed66526095f976c087398284a Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Literature on Universal Design and the Built Environment Description An account of the resource This collection addresses existing literature that deals with universal design in the built environment as well as in relation to material objects. While not dealing exclusively about the intersection of disabled doctors and universal design, this collection hopes to point audiences to books that may serve as starting points for disabled doctors as well as the able-bodied community around them to start thinking about what it would mean and what it would look like for disabled doctors to have their voices heard and consequential in the altering and changing of medical environments such as hospitals, clinics, rehabilitation centers, and more. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Doing Disability Differently: An Alternative Handbook on Architecture, Dis/ability and Designing for Everyday Life by Jos Boys (Taylor and Francis, 2014) Description An account of the resource <product-about-book _ngcontent-c22="" class="about-book" id="contents" _nghost-c35=""> <div _ngcontent-c35="" id="gtm-expand-about-product"> <div _ngcontent-c35="" aria-expanded="true" class="book-content" id="collapseContent"> <div _ngcontent-c35=""> This book aims to take a new and innovative view on how disability and architecture might be connected. Rather than putting disability at the end of the design process, centred mainly on compliance, it sees disability – and ability – as creative starting points for the whole design process. It asks the intriguing question: can working from dis/ability actually generate an alternative kind of architectural avant-garde? To do this, Doing Disability Differently: <ul> <li>explores how thinking about dis/ability opens up to critical and creative investigation our everyday social attitudes and practices about people, objects and space</li> <li>argues that design can help resist and transform underlying and unnoticed inequalities</li> <li>introduces architects to the emerging and important field of disability studies and considers what different kinds of design thinking and doing this can enable</li> <li>asks how designing for everyday life – in all its diversity – can be better embedded within contemporary architecture as a discipline</li> <li>offers examples of what doing disability differently can mean for architectural theory, education and professional practice</li> <li>aims to embed into architectural practice, attitudes and approaches that creatively and constructively refuse to perpetuate body 'norms' or the resulting inequalities in access to, and support from, built space.</li> </ul> Ultimately, this book suggests that re-addressing architecture and disability involves nothing less than re-thinking how to design for the everyday occupation of space more generally. (Taylor and Francis, 2014) </div> </div> </div> </product-about-book> Creator An entity primarily responsible for making the resource Jos Boys Source A related resource from which the described resource is derived Doing Disability Differently. (n.d.). Taylor and Francis. Retrieved May 2, 2022, from <a href="https://www.taylorfrancis.com/books/mono/10.4324/9781315777559/disability-differently-jos-boys">https://www.taylorfrancis.com/books/mono/10.4324/9781315777559/disability-differently-jos-boys</a>. Publisher An entity responsible for making the resource available Taylor and Francis Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Architects and Universal Design Description An account of the resource This collection explores early pioneers as well as current architects and advocates of Universal Design in relation to architecture and the built environment. Moving Image A series of visual representations imparting an impression of motion when shown in succession. Examples include animations, movies, television programs, videos, zoetropes, or visual output from a simulation. Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 5:11 Producer Name (or names) of the person who produced the video It's Our Story Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource John "Jack" Catlin Interview for It's Our Story (Part 7: "Becoming an Activist Architect") Description An account of the resource Jack Catlin in an interview for the organization It's Our Story speaks about how he became an architect and the importance of Universal Design. Publisher An entity responsible for making the resource available It's Our Story Date A point or period of time associated with an event in the lifecycle of the resource c. early 2000s Relation A related resource <iframe width="560" height="315" src="https://www.youtube.com/embed/7uWGgccjM6U" title="YouTube video player" frameborder="0" allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="allowfullscreen"></iframe> Language A language of the resource English Creator An entity primarily responsible for making the resource It's Our Story Source A related resource from which the described resource is derived It's Our Story Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Digital Media for Disabled Healthcare Professionals Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Emergence of Disability in Health Sciences Podcasts Description An account of the resource A plethora of podcasts covering disability in medicine from many angles emerged since the late 2010s, corresponding with the increasing profile of disabled doctors and issues of inclusivity in medicine broadly. The Docs With Disabilities podcast was created by Lisa Meeks and collaborators after success of a 2018 hashtag campaign, also started by Meeks, with the same moniker, #DocsWithDisabilities. Docs With Disabilities, launched in July 2019, features interviews with disabled healthcare professionals and students that focus on these individuals’ experiences in medicine – successes, failures, recommendations for other people with disabilities in the health sciences (Docs With Disabilities Podcast, 2019; Panzer et al., 2020) . Meeks and colleagues describe their podcast as “asynchronous mentoring” (Panzer et al., 2020). Other podcasts that concentrate on the intersection of disability, medicine, and health sciences include: • Able Medics Podcast, hosted by Ioanna Maraki is a UK-based podcast similar to Docs with Disabilities and started at the same time in mid-2019 (Maraki, 2019). • Disability Visibility, hosted by Alice Wong launched in 2017 (Wong, 2017). • Included: The Disability Equity Podcast, hosted by Dr. Bonnielin Swenor and Dr. Nicholas Reed from Johns Hopkins University’s Disability Health Research Center started (Swenor & Reed, n.d.). • Both Sides of the Stethoscope is hosted by Dr. Alin and Dr. Colby Salerno and began in 2021 (Gragossian & Salerno, n.d.). Collectively, these podcasts—which boast a varied, extensive listener-ship—serve to form disability community in medicine and educate those in the health sciences about the value and methods of disability inclusion (Martin-Lockhart, 2022; L. Meeks, personal communication, April 7, 2022). However, while these podcasts document improving inclusion of disability content in medical curricula and of disabled doctors, they also enumerate the biases and barriers that it is still common for students and physicians with disabilities to encounter. Source A related resource from which the described resource is derived Gragossian, A., & Salerno, C. (n.d.). Both Sides of the Stethoscope. Buzzsprout. Retrieved May 3, 2022, from https://www.buzzsprout.com/1801906 Maraki, I. (2019, July 17). Able medics podcast. General Medical Council. https://www.gmc-uk.org/education/standards-guidance-and-curricula/guidance/welcomed-and-valued/welcomed-and-valued-resources/able-medics-podcast Martin-Lockhart, Z. (2022). Disabled Doctors Dissertation Fieldwork [manuscript in preparation]. Meeks, L. (2022, April 7). Personal communication [Personal communication]. Panzer, K. V., Maraki, I., Cross, T., & Meeks, L. M. (2020). Podcast possibilities: Asynchronous mentoring for learners with disabilities. Medical Education, 54(5), 448–449. https://doi.org/10.1111/medu.14084 Swenor, B., & Reed, N. (n.d.). Included: The Disability Equity Podcast. The Johns Hopkins Disability Health Research Center. Retrieved May 3, 2022, from https://disabilityhealth.jhu.edu/included/ Wong, A. (2017, September 13). Ep 1: Activism and the Disability Community. Disability Visibility Project. https://disabilityvisibilityproject.com/2017/09/13/disability-visibility-podcast-ep-1-activism-and-the-disability-community/