To capture the current state of disability in medical education, the AAMC and the University of California San Francisco School of Medicine partnered to publish a new report drawn from the lived experiences of learners with disabilities. This publication weaves together major themes from interviews with 47 students, residents, and physicians with disabilities to identify barriers and catalyze institutional policies that support all qualified learners, regardless of disability, throughout the medical education continuum.
The report features key recommendations for academic medicine leaders to increase meaningful access for learners with disabilities, including:
- Infusing disability into all diversity and inclusion initiatives
- Designating and resourcing disability services providers who are knowledgeable about medical education
- Integrating best practices in disability and accessible and respectful language into curricula and pedagogy
- Taking a universal design approach to both physical space and learner activities and experiences
- Normalizing help-seeking behaviors and facilitating access to wellness services
- Providing ongoing professional development for faculty and staff.
This report provides medical faculty, advisors, and administrators with recommendations and promising practices to consider as part of their overarching strategies to advance diversity, inclusion, and accessibility for all members of their teaching and learning communities.
The full report will be available in early 2018.