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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


Nothing to disclose

Jayzona Alberto, EdD


Faculty, Planner

Nothing to disclose

Marilyn Mejia, BA

Education Design Coordinator

Stanford University

Faculty, Planner

Nothing to disclose

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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
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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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