Quiz

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

Stanford Medicine

Activity Information and Disclosures

Interactive Course

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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:

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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

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.html Google Scholar

Niziolek J. Civil Rights, Not Disability Privilege. Abilities. Accessed February 4, 2022. https://www.abilities.com/community/civil-rights.html Google Scholar

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.0000000000003686 Google Scholar

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Disability Etiquette: Top 10 Tips. Accessed February 8, 2022. https://unitedspinal.org/pdf/Disability_Etiquette_Top_10.pdf

Meeks LM, Neal-Boylan L. Disability as Diversity: A Guidebook for Inclusion in Medicine, Nursing, and the Health Professions. Springer. 2020.

Disability Evaluation under Social Security. Social Security. Accessed February 4, 2022. https://www.ssa.gov/disability/professionals/bluebook/general-info.htm

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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=3b3148b12d8b Google Scholar

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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_60f86967e4b0ca689fa560dc Google Scholar

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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.2019.15372 Google Scholar

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Meeks LM, Jain NR, Laird EP, eds. Equal Access for Students With Disabilities. 2nd ed. Springer Publishing; 2020.

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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

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24.

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29.

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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.

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

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