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Creating an Inclusive Learning Environment in MedicineA Guide to Accommodations for Learners with Disabilities

Learning Objectives
1. Discuss the benefits of diversity and inclusion of individuals with disabilities in medicine
2. Describe the legal responsibilities associated with providing accommodations
3. Differentiate between different types of disabilities and associated reasonable accommodations
4. Generate appropriate language and etiquette to be used when interacting with individuals with disabilities
5. Demonstrate how to foster a safe and supportive learning environment for learners with disabilities in medicine
1 Credit CME

Internet Enduring Material sponsored by Stanford University School of Medicine. Presented by Office of Faculty Development & Diversity at Stanford University School of Medicine. An individual with a disability is defined by the ADA as a person who has a physical or mental impairment that substantially limits one or more major life activities. The ADA prohibits discrimination on the basis of disability. This CE activity will address some of the ways disability intersects with health care and medicine. The animated video will look at health care professionals with disability, how institutions can support medical trainees with disability, and inform physicians on accessibility and accommodations for residents while also addressing strategies and procedures to address these topics.

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Activity Information

All Rights Reserved. The content of this activity is protected by U.S. and International copyright laws. Reproduction and distribution of its content without written permission of its creator(s) is prohibited.

Financial Support Disclosure Statement: Stanford Medicine adheres to the Standards for Integrity and Independence in Accredited Continuing Education.

The content of this activity is not related to products or the business lines of an ACCME-defined ineligible company. Hence, there are no relevant financial relationships with an ACCME-defined ineligible company for anyone who was in control of the content of this activity.

Cori McClure Poffenberger, MD

Clinical Associate Professor and Director of Faculty Development and Wellness for the Department of Emergency Medicine

Stanford University School of Medicine

Course Director, Faculty

Peter Poullos, MD

Clinical Associate Professor, Radiology

Stanford University School of Medicine

Faculty

Nothing to disclose

Jayzona Alberto, EdD

Stanford

Faculty, Planner

Nothing to disclose

Marilyn Mejia, BA

Education Design Coordinator

Stanford University

Faculty, Planner

Nothing to disclose

References:
1.
Blauwet  CA.  I use a wheelchair. and yes, I'm your doctor.  The New York Times. December 6, 2017. Accessed February 8, 2022. https://www.nytimes.com/2017/12/06/opinion/doctor-wheelchair-disability.htmlGoogle Scholar
2.
Fisk  L.  Breaking down workplace barriers for those with invisible disabilities.  February 11, 2021. Accessed February 7, 2022, https://www.forbes.com/sites/forbesbusinesscouncil/2021/02/11/breaking-down-workplace-barriers-for-those-with-invisible-disabilities/?sh=3b3148b12d8b
3.
Centers for Disease Control and Prevention.  Communicating with and about people with disabilities.  Centers for Disease Control and Prevention. February 1, 2022. Accessed February 8, 2022. https://www.cdc.gov/ncbddd/disabilityandhealth/materials/factsheets/fs-communicating-with-people.htmlGoogle Scholar
4.
Niziolek  J.  Civil Rights, Not Disability Privilege.  Abilities. Accessed February 4, 2022. https://www.abilities.com/community/civil-rights.htmlGoogle Scholar
5.
Curry  RH, Meeks  LM, Iezzoni  LI.  Beyond technical standards: A competency-based framework for access and inclusion in medical education.  Academic Medicine. December 2020;95(12S): S109–S112. doi:10.1097/ACM.0000000000003686Google Scholar
6.
Zisk  A.  Disabled in grad school: When you tell me a disability story.  Inside Higher Ed. GradHacker. Accessed February 8, 2022. https://www.insidehighered.com/blogs/gradhacker/disabled-grad-school-when-you-tell-me-disability-storyGoogle Scholar
7.
Disability Etiquette: Top 10 Tips. Accessed February 8, 2022. https://unitedspinal.org/pdf/Disability_Etiquette_Top_10.pdf
8.
Meeks  LM, Neal-Boylan  L.  Disability as Diversity: A Guidebook for Inclusion in Medicine, Nursing, and the Health Professions. Springer. 2020.
9.
Disability Evaluation under Social Security.  Social Security.  Accessed February 4, 2022. https://www.ssa.gov/disability/professionals/bluebook/general-info.htm
10.
Disability Insurance.  Employment Development Department. State of California.  Accessed February 4, 2022. https://edd.ca.gov/Disability/Disability_Insurance.html
11.
 Equity vs. equality: What's the difference?: Milkin Institute School of Public Health.  The George Washington University. November 5, 2020. Accessed February 8, 2022. https://onlinepublichealth.gwu.edu/resources/equity-vs-equality/
12.
Fisk  L.  Breaking down workplace barriers for those with invisible disabilities.  Forbes. February 11, 2021. Accessed February 8, 2022, https://www.forbes.com/sites/forbesbusinesscouncil/2021/02/11/breaking-down-workplace-barriers-for-those-with-invisible-disabilities/?sh=3b3148b12d8bGoogle Scholar
13.
Haelle  T.  Identity-first vs. person-first language is an important distinction.  Association of Health Care Journalists. July 31, 2019. Accessed February 8, 2022. https://healthjournalism.org/blog/2019/07/identity-first-vs-person-first-language-is-an-important-distinction/Google Scholar
14.
Lezzoni  LI.  Why Increasing Numbers of Physicians with Disability Could Improve Care for Patients with Disability.  AMA J Ethics. 2016;18(10):1041–1049. https://doi.org/10.1001/journalofethics.2016.18.10.msoc2-1610Google Scholar
15.
Lu  W.  Disabled doctors were called too ‘weak’ to be in medicine. it's hurting the entire system.  HuffPost. July 22, 2021. Accessed February 8, 2022. https://www.huffpost.com/entry/disabled-doctors-medicine-ableism_n_60f86967e4b0ca689fa560dcGoogle Scholar
16.
Meeks  LM, Case  B, Herzer  K, Plegue  M, Swenor  BK.  Change in Prevalence of Disabilities and Accommodation Practices Among US Medical Schools, 2016 vs 2019.  JAMA. 2019;322(20):2022–2024. https://doi.org/10.1001/jama.2019.15372Google Scholar
17.
Meeks  LM, Jain  NR, Laird  EP, eds.  Equal Access for Students With Disabilities. 2nd ed. Springer Publishing; 2020.
18.
Meeks  LM, Poullos  P, Swenor  BK.  Creative Approaches to the Inclusion of Medical Students With Disabilities.  AEM Education and Training. 2019;4(3):292–297. doi:10.1002/aet2.10425Google Scholar
19.
Whetzel  M.  Morale and fairness issues related to accommodations under the Ada.  Job Action Network. Accessed February 8, 2022. https://askjan.org/publications/consultants-corner/vol12iss07.cfmGoogle Scholar
20.
Nouri  Z, Dill  MJ, Conrad  SS, Moreland  CJ, Meeks  LM.  Estimated Prevalence of US Physicians With Disabilities.  JAMA Netw Open. 2021;4(3):e211254. doi:10.1001/jamanetworkopen.2021.1254Google Scholar
21.
Okundaye  J.  Ask a self-advocate: The pros and cons of person-first and identity-first language.  Massachusetts Advocates for Children. May 27, 2021. Accessed February 8, 2022. https://www.massadvocates.org/news/ask-a-self-advocate-the-pros-and-cons-of-person-first-and-identity-first-languageGoogle Scholar
22.
Okoro  CA, Hollis  ND, Cyrus  AC, Griffin-Blake  S.  Prevalence of Disabilities and Health Care Access by Disability Status and Type Among Adults—United States, 2016. MMWR.  Morbidity and Mortality Weekly Report. 2018;67(32):882–887. https://doi.org/10.15585/mmwr.mm6732a3Google Scholar
23.
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24.
Thorpe  JR.  This Is How To Talk About Disability, According To Disabled People.  Bustle. August 8, 2017. Accessed February 8, 2022. https://www.bustle.com/p/what-is-identity-first-language-should-you-use-it-74901Google Scholar
25.
Rastogi  S.  Establishing Equity in Medical Education—Supporting Clinical Trainees with Disabilities.  N Engl J Med. 2021;384:885–887. doi:10.1056/NEJMp2035279Google Scholar
26.
Sherbin  L, Kennedy  JT, Jain-Link  P, Ihezie  K.  Disabilities and Inclusion US Findings.  Center for Talent Innovation. Accessed February 8, 2022. https://www.talentinnovation.org/_private/assets/DisabilitiesInclusion_KeyFindings-CTI.pdfGoogle Scholar
27.
ASalvo.  Disability Etiquette Part III: Wheelchairs and mobility devices. Via.  April 23, 2014. Accessed February 8, 2022. https://viacolorado.org/2014/04/disability-etiquette-part-iii-wheelchairs-mobility-devices/
28.
Weyrauch  E.  Equity vs. equality: What's the difference in the workplace?: Inhersight.  InHerSight. January 22, 2021. Accessed February 8, 2022. https://www.inhersight.com/blog/diversity/equity-vs-equalityGoogle Scholar
29.
 What is the definition of disability under the ADA? ADA National Network.  Accessed February 4, 2022. https://adata.org/faq/what-definition-disability-under-ada

Accreditation
In support of improving patient care, Stanford Medicine is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team.

Credit Designation
Stanford Medicine designates this Enduring Material for a maximum of 1.00 AMA PRA Category 1 Credit(s)™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

     

Participation Statement: Upon completion of this activity, learners will receive a Participation Certificate.

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