5 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 Disability Policies Among Medical Education Programs and Organizations 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 Technical Standards: Biases and a Movement for Reform Description An account of the resource Technical standards, itemized physical and mental capacities that medical schools require students meet, represent a particularly trenchant and slow-to-change manifestation of medical school disability exclusion—and discrimination. Medical schools nationwide produced and instituted technical standards after a 1979 recommendation by the Association of American Medical Colleges (AAMC) that programs outline a “universal skill set among applicants to ensure success in any specialty” (Joy, 2017, np). Idealization of the “undifferentiated physician”—capable of carrying out all medical tasks and diagnoses and of administering any treatment—might have made sense for country doctors isolated from any medical facilities but the codification of this ideal in technical standards poses an insurmountable and likely illegal barrier for many prospective medical students with disabilities. As medicine became increasingly specialized, the expectation of absolute and independent capacity did not diminish and many institutions’ technical standards have not been reworked to reflect changing realities of medical practice (ibid). A growing number of medical schools are changing their technical standards to use less disability-excluding language and to explicitly permit accommodations. For example, a technical standard might use terminology like “perceive” rather than “see.” The University of Michigan Medical School (Ann Arbor), a leader in disability inclusion, adjusted their technical standards in 2016, prompting an inquiry from the Association of American Medical Colleges (AAMC) asking whether they should promote similar revisions among other medical schools and requesting further information on the process (ibid). Many schools’ technical standards still exclude many people with disabilities—barring accommodations or requiring particular physically specific tasks like CPR. Current precedent from post-Americans with Disabilities Act court rulings holds that a program may only be deemed to be discriminating against disabled students (when it comes to accommodations that allow students to meet school requirements) if the accommodation does not involve “substantial changes to its curriculum [such as removing CPR or a similar task as a technical standard requirement] as a disability accommodation” (Laird-Metke, Elisa et al., 2016). (It remains unclear how—and if—a technical standard like CPR that requires particular physical abilities and thus likely excludes only disabled candidates comports with the ADA.) Changes are occurring now and more are visible on the horizon: Stanford is preparing to revamp its technical standards (after already doing so around 2017) while the University of Washington at St. Louis recently overhauled their technical standards as part of a larger curriculum review (Martin-Lockhart, 2022).   Source A related resource from which the described resource is derived Joy, K. (2017, October 10). ‘A Seat at the Table’: Why U-M’s Medical School Wants More Students with Disabilities. University of Michigan. https://labblog.uofmhealth.org/med-u/a-seat-at-table-why-u-ms-medical-school-wants-more-students-disabilities Laird-Metke, Elisa, Serrantino, J., & Culley, J. L. (2016). The Process for Determining Disability Accomodations. In L. Meeks & N. R. Jain (Eds.), The guide to assisting students with disabilities: Equal access in health science and professional education (pp. 53-???????). Springer Publishing Company. Martin-Lockhart, Z. (2022). Disabled Doctors Dissertation Fieldwork [manuscript in preparation]. https://dhd752groupproject.digital.uic.edu/files/original/dab4a39bd5fa68c0b90caa52be1d69e6.jpeg 71e24fe23a161eeab767d82cdf71673e 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. Person An individual. Occupation Architect, MD Biographical Text Diana C. Anderson, MD, M.Arch, is a licensed architect and a board-certified healthcare architect with the Order of Architects of Quebec (OAQ) and the American College of Healthcare Architects (ACHA), in addition to a board-certified Internist and Geriatrician through the American Board of Internal Medicine (ABIM). She completed her medical residency training at the New York-Presbyterian Hospital, Columbia University Medical Center in New York City, and her Fellowship in Geriatric Medicine at UCSF. Dr. Anderson is widely published in both architectural and medical journals, books and the popular press, including Healthcare Design magazine, the Health Environments Research & Design journal, the Journal of the American Medical Association, the Canadian Medical Association Journal, World Health Design, the British Medical Journal, the American Journal of Medical Quality, and the Journal of the American Geriatrics Society. She is the founder of the Dochitect movement and co-Founder of the<a href="https://www.cliniciansfordesign.com/"> Clinicians for Design</a> group. Bibliography Anderson, D. (n.d.). Dochitect Bio. Dochitect. Retrieved May 1, 2022, from <a href="http://www.dochitect.com/dochitect-bio/">http://www.dochitect.com/dochitect-bio/</a>. 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 Diana Anderson, MD, M. Arch Description An account of the resource The profile and biography of Diana Anderson 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 National Medical Organizations’ Changing Stance and Policies on Disability Description An account of the resource In the decades since the Americans with Disabilities Act (ADA) was passed, individual undergraduate and graduate medical education programs and the national bodies responsible for accrediting these programs slowly began to recognize the need to support disabled trainees and to craft policies and procedures that would do so. The unique value of disabled trainees and practitioners dawned more slowly. Approaches to disability inclusion across medical institutions and organizations are disparate and uneven in their effect and application. Individual undergraduate medical education (UME) programs—that is, those offering four-year MD or DO degrees—outpaced graduate medical education (residency and fellowship) in basic disability inclusion: maintaining disability policies, hiring disability service providers to facilitate accommodations, and even teaching disability-focused content (Martin-Lockhart, 2022). Of course, the actualities of these steps varied—and vary—greatly. Disability service providers are frequently housed outside medical colleges and little time is devoted to disability education in the mere 23-52%  of accredited UME programs that integrate disability topics into their curricula (exact numbers are unknown) (L. Meeks & Jain, 2018; L. M. Meeks, Stergiopoulos, et al., 2022; L. Meeks & Neal-Boylan, 2020; Seidel & Crowe, 2017). Graduate medical education (GME) programs rarely include equivalent disability education and/or infrastructure for accommodations. Residents and fellows are employees not students so cannot be served by the same disability services that work with UME students. Thus, GME was and is often been criticized for lacking even the most fundamental disability inclusiveness (L. Meeks & Jain, 2018; L. M. Meeks et al., 2019; Rotoli et al., 2020; Sapp et al., 2021). Groundbreaking changes to national-level GME policies saw the recognition of disability as a valuable axis of experiential knowledge and identity. In 2019, nearly thirty years after the passage of the ADA, the American Counsel of Graduate Medical Education (ACGME) released new policies and accreditation criteria that increased the profile of disability inclusion, rights, and protections in graduate medical education (GME) (L. M. Meeks et al., 2019, 2021, p. 211). The ACGME classify disability as a dimension of diversity and instituted requirements that: (i) medical institutions with residency positions possess a formal disability policy and (ii) accommodations be offered by GME programs (ibid). These changes followed a 2018 American Association of Medical Education (AAMC)-sponsored report on the experiences of disabled trainees that recommended strategies for disability inclusivity in medical education (L. Meeks & Jain, 2018). The accrediting body for undergraduate medical education programs, the Liaison Committee on Medical Education (LCME), did not take similar steps. Students, physicians, educators, and other advocates subsequently sought to put pressure on the LCME to follow the ACGME’s lead by implementing policies and standards to improve disability inclusivity. Medical Students with Disability and Chronic Illness (MSDCI), a national-level advocacy and community group, sent a letter to the LCME in 2021 imploring the organization to add disability education to its UME program accreditation criteria. Moreover, though the LCME requires that UME programs value diversity in their student body and that they maintain a policy of nondiscrimination with respect to disability status, up to the spring of 2022 the LCME has done little to ensure that medical schools’ technical standards and other policies adhere to the ADA. LCME’s own materials fail to include disability as a form of diversity (L. M. Meeks et al., 2021). However, visitors to MSDCI’s website (MSDCI, n.d.) in the spring of 2022 could see an announcement that, in the wake of the group’s letter, the LCME Subcommittee on Standards is planning soon to discuss its proposals. Despite advocacy and the concrete policy shifts towards disability inclusion in medicine, adherence and actual disability representation remain uneven and limited. Research from the same summer that the ACGME policy changes took effect (2019) found that only 32 of 47 handbooks from large-scale GME programs included a specific disability policy (L. M. Meeks, Taylor, et al., 2020). While the profile of disability shot up amongst medical institutions and organizations since the mid-late 2010s, the provision of basic disability accommodations and tangible movement towards true inclusivity in both UME and GME remain uneven and limited. Source A related resource from which the described resource is derived 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. M., Case, B., Joshi, H., Harper, D. M., & Graves, L. (2021). Disability Policies and Practices in Family Medicine Residencies: A CERA Study. Family Medicine, 53(3), 211–214. https://doi.org/10.22454/FamMed.2021.726731 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., 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 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. MSDCI. (n.d.). Retrieved April 30, 2022, from https://msdci.org/ Rotoli, J., Backster, A., Sapp, R. W., Austin, Z. A., Francois, C., Gurditta, K., Mirus, C., & Poffenberger, C. M. (2020). Emergency Medicine Resident Education on Caring for Patients With Disabilities: A Call to Action. AEM Education and Training, 4(4), 450–462. https://doi.org/10.1002/aet2.10453 Sapp, R. W., Sebok-Syer, S. S., Gisondi, M. A., Rotoli, J. M., Backster, A., & Poffenberger, C. M. (2021). The Prevalence of Disability Health Training and Residents With Disabilities in Emergency Medicine Residency Programs. AEM Education and Training, 5(2), e10511. https://doi.org/10.1002/aet2.10511 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 https://dhd752groupproject.digital.uic.edu/files/original/7ed0b77903c0f0304f64d5313c5a815f.jpg f7a0d813530f48b45ac119cca73cc059 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 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 Disability as Diversity: A Guidebook for Inclusion in Medicine, Nursing, and the Health Professions Description An account of the resource Image description: The cover of a book, mostly blue with intersecting vertical and horizontal yellow blocks and an uneven circular blob in rainbow colors that resembles refracted light in a soap bubble. The white text reads “Disability as Diversity” and, below that, “A Guidebook for Inclusion in Medicine, Nursing, and the Health Professions.” Below the byline is the editors: “Lisa M. Meeks, Leslie Neal-Boylan Editors.” Springer, the publisher, is written in white at the bottom. Source A related resource from which the described resource is derived Disability as Diversity book cover. 2020. <a href="https://blackwells.co.uk/bookshop/product/9783030461867?gC=098f6bcd4&gclid=CjwKCAjw9qiTBhBbEiwAp-GE0UyMxULOuompy55Ig3P81c1_lv38Fx1_7DUCFiEvXv7uvHkOMbclXxoCaEkQAvD_BwE">https://blackwells.co.uk/bookshop/product/9783030461867?gC=098f6bcd4&gclid=CjwKCAjw9qiTBhBbEiwAp-GE0UyMxULOuompy55Ig3P81c1_lv38Fx1_7DUCFiEvXv7uvHkOMbclXxoCaEkQAvD_BwE</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. 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 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