4 10 62 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 Accommodations in Medical Training: from the ADA onward 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 When Reasonable Accommodations are Unreasonable Description An account of the resource Discourses regarding accommodations for work and education ubiquitously pair “accommodations” with the modifier “reasonable,” echoing language in the Americans with Disabilities Act (1990) and its Amendment Act (2008). Indeed, an entire subsection is titled “reasonable accommodations and modifications" (Americans with Disabilities Act of 1990,as Amended with ADA Amendments Act of 2008, n.d.). Disability rights organizations, government websites on the ADA, and guidance for school administrative and disability officials all employ the discourse of “reasonable accommodation(s).” This, of course, implicitly leaves room for unreasonable accommodations—and gives rise to many court cases and internal institutional disputes about what constitutes a reasonable and necessary accommodation. Legal interpretation and precedent, expert medical opinion, institutional culture, and the nature of barriers themselves all shaped—and shape—the configuration and outcomes of disputes over accommodation requests and denials since the passage of the ADA (and indeed before). The role of institutional culture is visible in the recent history of accommodations—namely, the high rate of refusals and resistance—in medical schools, institutions, and by the United States Medical Licensing Examination (USMLE) organization, the national organization that administers the “Step” exams required for all those on the MD and DO tracks (Bagenstos, 2016; Jain, n.d.; L. M. Meeks et al., 2020; L. M. Meeks & Jain, 2018; L. Meeks & Neal-Boylan, 2020; Petersen et al., 2022). The dominant culture of medicine has valorized stoic independence and consistently stigmatized disability and the need for aids of any kind (including breaks, sleep, food, and other necessities) for so long that the depth and reach of this ideology of ableist superhuman individualism can be taken for reality and be  invisible to many (B. Good, 1994; M.-J. D. Good, 1999; Martin-Lockhart, 2022; Stergiopoulos et al., 2018). Even following the ADA (1990), ADA-AA (2008), and the increasing presence of disability services, disability groups, and disability cultural centers on university campuses and in medical schools, medical students and residents frequently complain of a traditionalist attitude towards the hardships of medical education (Martin-Lockhart, 2022). This attitude holds that because prior generations of physicians were shaped by particular procedures and difficulties the next generation must experience the same. Thus, some attending physicians or medical institutions broadly will question the necessity of accommodations or worry that they lesson the rigor of a program instead of recognizing that accommodations help to equalize participation and evaluations of performance. Moreover, the ADA’s legal requirements are still relatively unknown to physicians, including educators  (Martin-Lockhart, 2022; L. Meeks & Jain, 2018; L. M. Meeks et al., 2020; L. Meeks & Neal-Boylan, 2020). Because of this many necessary and minimal accommodations are questioned or rejected as unreasonable—simply due to the ableism baked into dominant medical culture, norms, and bodies of knowledge. The culture of rugged independence is glimpsed in the inflexibility of many schools’ technical standards, which bar accommodations and keep many otherwise qualified candidates from entering medicine (L. Meeks & Jain, 2016; L. M. Meeks et al., 2020). The ableism of medical culture is visible too in the continuing emphasis on exams and individual evaluations that are required for MD and DO trainees to progress and are important to match ranking and hiring decisions (Martin-Lockhart, 2022). The constancy of examinations and varied training environment requires trainees to constantly re-negotiate and repeatedly prove their need for accommodations (L. Meeks & Jain, 2018, 2016; L. M. Meeks et al., 2020; L. Meeks & Neal-Boylan, 2020). Quantitative measurements and details of accommodations refusals (legal and illegal) were historically hard to come by—particularly before legal protections were put in place. In 2022 data is only beginning to emerge. However, in 2022 the first measure of Step 1 (examination) accommodations grants/denials was published (Petersen et al., 2022). This work marked a seminal moment in disability awareness—though perhaps not inclusion—in US medicine writ large. The team found that in 2018-2019, 52% of 276 students counted in survey did not receive any accommodations requested, resulting in delays, a markedly higher rate of failing scores, and even program dismissal/withdrawal (ibid). More than 15 years after the passage of the ADA and a decade after it was amended, appropriate accommodations are inappropriately denied and unreasonably difficult to attain. Many reasonable accommodations requested by medical students and practitioners are rejected or characterized as unreasonable. However, even this cursory exploration of how accommodations requests have been dealt with by medical institutions since the passage of the ADA indicates an alternative framing: perhaps it is the barriers to and refusals of accommodations, not the requests for them, that are unreasonable. Source A related resource from which the described resource is derived Americans with Disabilities Act of 1990,as Amended with ADA Amendments Act of 2008, Pub. L. No. 110–325. Retrieved April 30, 2022, from https://www.ada.gov/pubs/adastatute08.htm Bagenstos, S. R. (2016). Technical Standards and Lawsuits Involving Accommodations for Health Professions Students. AMA Journal of Ethics, 18(10), 1010–1016. https://doi.org/10.1001/journalofethics.2016.18.10.hlaw1-1610 Good, B. (1994). Medicine, rationality, and experience: An anthropological perspective. Cambridge University Press. Good, M.-J. D. (1999). American medicine: The quest for competence. University of California Press. Jain, N. (n.d.). Clinical Accommodations: Upholding Standards While Creating Equal Access. AAMC. Retrieved May 3, 2022, from https://www.aamc.org/professional-development/affinity-groups/gsa/webinars/clinical-accommodations Martin-Lockhart, Z. (2022). Disabled Doctors Dissertation Fieldwork [manuscript in preparation]. Meeks, L., & Jain, N. (2018). Accessibility, Inclusion, and Action in Medical Education: Lived Experiences of Learners and Physicians With Disabilities,. AAMC. Meeks, L., & Jain, N. R. (Eds.). (2016). The guide to assisting students with disabilities: Equal access in health science and professional education. Springer Publishing Company. Meeks, L. M., & Jain, N. R. (2018). Accommodating chronic health conditions in medical education. Disability Compliance for Higher Education, 23(10), 1–6. https://doi.org/10.1002/dhe.30432 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., & Neal-Boylan, L. (2020). Disability as Diversity: A Guidebook for Inclusion in Medicine, Nursing, and the Health Professions. Petersen, K. H., Jain, N. R., Case, B., Jain, S., & Meeks, L. M. (2022). Impact of USMLE Step-1 accommodation denial on US medical schools: A national survey. PLOS ONE, 17(4), e0266685. https://doi.org/10.1371/journal.pone.0266685 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. https://doi.org/10.1097/ACM.0000000000002300 https://dhd752groupproject.digital.uic.edu/files/original/1f7cf922591a25d8f68b904c395a97f2.jpg 3f938a3c991db94dba08b6a98661c838 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 Accommodations in Medical Training: from the ADA onward 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 Accommodation Considerations Description An account of the resource Image description: A bubble at the top of the slide says "Qualified SWD [students with disabilities] requests accommodation in clinical setting." Straight lines connect this bubble, separately, to a series of bubbles that read, in order from left to right, "DS office consults with faculty/outside experts," "Would requested accmmodation alter Technical Standards, Learning Outcomes, or Policies?" "Will patient safety be jeopardized?" and "Effective alternative accommodation?" Subject The topic of the resource This figure from a slideshow by Dr. Neera Jain depicts the multiple considerations, offices, and steps that go into determining and getting proper accommodations for health sciences students with disabilities. Source A related resource from which the described resource is derived <div class="csl-bib-body" style="line-height: 1.35; margin-left: 2em; text-indent: -2em;"> <div class="csl-entry">Jain, Neera. n.d. “Clinical Accommodations: Upholding Standards While Creating Equal Access.” AAMC. Accessed May 3, 2022. <a href="https://www.aamc.org/professional-development/affinity-groups/gsa/webinars/clinical-accommodations">https://www.aamc.org/professional-development/affinity-groups/gsa/webinars/clinical-accommodations</a>.</div> <span class="Z3988" title="url_ver=Z39.88-2004&ctx_ver=Z39.88-2004&rfr_id=info%3Asid%2Fzotero.org%3A2&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Adc&rft.type=webpage&rft.title=Clinical%20Accommodations%3A%20Upholding%20Standards%20While%20Creating%20Equal%20Access&rft.description=This%20webinar%20explores%20the%20process%20that%20occurs%20between%20DS%2C%20faculty%2C%20staff%2C%20and%20students%20when%20determining%20reasonable%20accommodations%20in%20the%20clinical%20environment.&rft.identifier=https%3A%2F%2Fwww.aamc.org%2Fprofessional-development%2Faffinity-groups%2Fgsa%2Fwebinars%2Fclinical-accommodations&rft.aufirst=Neera&rft.aulast=Jain&rft.au=Neera%20Jain&rft.language=en"></div> 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/ 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 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 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> 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. 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 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 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