Approximately 2.7 percent of, or 1,547, medical students with disabilities enrolled in a U.S. MD program self-reported their disability to their institution, compared with the 11.1 percent of people with disabilities in undergraduate and 7.6 percent of those in graduate education programs overall, according a recent report released this month by the Association of American Medical Colleges and UC San Francisco.
For the report, researchers from the AAMC and UCSF sought to understand the lived experiences of medical professionals with disabilities and how they navigated their medical education. Study participants were recruited through announcements on relevant email lists to medical school disability service providers, as well as through direct emails to residents and physicians with disabilities, among other methods.
Researchers spoke with a total of 47 individuals, focusing on the methods of support they received during their medical education and any recommendations they could provide to improve medical education for individuals with disabilities.
Here are five takeaways from the report.
1. Researchers discovered many medical students hide their disability out of a real "fear of judgment, bias, and skewed perception of ability."
2. All the interviewees discussed the extraordinary time and effort required to self-advocate and arrange their own accomodations and the toll those actions took on their well-being and efficacy.
3. Multiple participants cited a fundamental disconnect between their medical school and the disability services offered. When the two offices failed to work together in a meaningful fashion, the individuals were often unsure which office to contact and unsure of the institution's policies. The lack of communication also resulted in missed opportunities for learners to access specialized accommodations and support, according to some interviewees.
4. Many interviewees cited the attitudes of peers, faculty and administrators toward disability as one of the most significant barriers to their training. The stereotypes and stigmas related to disability were often discussed and reinforced in the classroom setting, some respondents said.
5. Another barrier to some respondents' medical education was the absence of a supportive network to help navigate their training. Some interviewees reported having someone who believed in their ability to become a successful physician proved to be a powerful source of support.
To access the full report, click here.