Change in Prevalence of Disabilities and Accommodation Practices Among US Medical Schools, 2016 vs 2019

Meeks, Lisa M.; Case, Ben; Herzer, Kurt; Plegue, Melissa; Swenor, Bonnielin K.

doi:10.1001/jama.2019.15372

Cited by 89 publications

(106 citation statements)

References 6 publications

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“…The American Osteopathic Association Commission on Osteopathic College Accreditation (COCA) accredits 37 osteopathic (DO-granting) medical schools. Following protocol from previous studies, 1 , 2 five non-fully accredited schools were excluded from our study resulting in 32 eligible schools. Between May 20 and June 30, 2020, a web-based survey was administered to the individual charged with evaluating disability.…”

Section: Methodsmentioning

confidence: 99%

“…Using 2019 MD-program data, 2 comparisons were made between MD and DO program differences in the proportion of students disclosing disabilities (overall prevalence), disability type (within category), and proportion of schools reporting specific accommodations using z-tests specifying a significance level of 0.05. All statistical analyses were conducted in R version 3.5.1.…”

Section: Methodsmentioning

confidence: 99%

“…One hundred percent of DO students disclosing disability received a form of didactic or clinical accommodations, compared to 93.3% of MD students. 2 General clinical accommodations were more frequently provided in MD-granting programs when compared to DO-granting programs (68.7% vs 21.7% respectively; P-value <.001) ( Table 2).…”

Section: Accommodationsmentioning

confidence: 99%

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National Prevalence of Disability and Clinical Accommodations in Medical Education

Meeks

Case

Plegue

et al. 2020

Journal of Medical Education and Curricular Development

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Background: This study aimed to evaluate and report the national prevalence of disability across undergraduate medical education (UME) and examine differences in the category of disability, and accommodation practices between allopathic (MD)- and osteopathic (DO)-granting programs. Methods: Between May 20 and June 30, 2020, 75% of institutional representatives at eligible DO schools responded to a web-based survey. The survey assessed the aggregate prevalence of disabled DO students, prevalence of DO students by category of disability, and prevalence of accommodations granted. Descriptive statistics were used to summarize results. Using 2019 MD data, comparisons were made between MD and DO programs to calculate overall prevalence and differences in accommodation practices across undergraduate medical education. Results: DO-granting programs reported a disability prevalence of 4.27% of the total enrollment. Attention-deficit/hyperactivity disorder (ADHD), psychological disabilities, and chronic health disabilities were reported most frequently. DO-granting programs reported higher rates of ADHD than the MD-granting program. The national pooled prevalence of disability across MD- and DO-granting programs was 4.52%. MD-granting programs reported a higher number of students with disabilities and higher rates of psychological disabilities when compared with DO-granting programs. One hundred percent of DO students disclosing disability received some form of accommodation. General clinical accommodations were more frequently provided in MD-granting programs when compared to DO-granting programs. Conclusions: This study provides the first comprehensive prevalence of US medical student disability and accommodations. Additionally, these data may serve as a benchmark for DO programs, with implications for curricular development, instructional planning and disability support, and resource allocation in medical education.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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National Prevalence of Disability and Clinical Accommodations in Medical Education

Meeks

Case

Plegue

et al. 2020

Journal of Medical Education and Curricular Development

Self Cite

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“…These types of mentors offer unique insight on key strategies to overcome potential barriers and to address prevailing stereotypes and unconscious bias. Given the recent increase in the number of learners with disabilities entering medicine, 1 an innovative solution to meet their specialised mentoring needs is crucial. Podcasts offer an easily accessible, affordable, asynchronous opportunity for mentorship in a population that remains largely under‐represented.…”

Section: What Problems Were Addressed?mentioning

confidence: 99%

Podcast possibilities: Asynchronous mentoring for learners with disabilities

Panzer¹,

Maraki²,

Cross³

et al. 2020

Medical Education

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“…In 2019 and 2020, the ACGME implemented new institutional and program requirements on disability policies and accommodating residents. 1,2 The aforementioned changes to the ACGME, coupled with an increase in the number of medical students disclosing disabilities, 3 foreshadows an increase in the number of residents with disabilities, which has implications for institutions and learners.…”

Section: Introductionmentioning

confidence: 99%

The Unexamined Diversity: Disability Policies and Practices in US Graduate Medical Education Programs

Meeks

Taylor

Case

et al. 2020

Journal of Graduate Medical Education

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Background Graduate medical education (GME) institutions must ensure equal access for trainees with disabilities through appropriate and reasonable accommodations and policies. To date, no comprehensive review of the availability and inclusiveness of GME policies for residents with disabilities exists. Objective We examined institutions' compliance with Accreditation Council for Graduate Medical Education (ACGME) requirements and alignment with Association of American Medical Colleges (AAMC) policy considerations. Methods Between June and August 2019, we conducted a directed content analysis of GME institutional policies using the AAMC report on disability considerations and the ACGME institutional requirements as a framework. Results Of the 47 GME handbooks available for review, 32 (68%) included a disability policy. Forty-one of the 47 (87%) handbooks maintained a nondiscrimination statement that included disability. Twelve of the 32 (38%) handbooks included a specific disability policy and language that encouraged disclosure, and 17 (53%) included a statement about the confidential documentation used to determine reasonable accommodations. Nineteen of the 32 (59%) maintained a clear procedure for disclosing disabilities and requesting accommodations. Conclusions While disability policies are present in many of the largest GME institutions, it is not yet a standardized practice. For institutions maintaining a disability policy, many lack key elements identified as best practices in the AAMC considerations.

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Change in Prevalence of Disabilities and Accommodation Practices Among US Medical Schools, 2016 vs 2019

Abstract: In 2016, a survey found that 2.7% of US allopathic medical students disclosed a disability, which exceeded prior estimates. 1 Data from a follow-up survey, using the same methodology, were used to compare the prevalence of disability and accommodation practices between 2016 and 2019.

Cited by 89 publications

References 6 publications

National Prevalence of Disability and Clinical Accommodations in Medical Education

National Prevalence of Disability and Clinical Accommodations in Medical Education

Podcast possibilities: Asynchronous mentoring for learners with disabilities

The Unexamined Diversity: Disability Policies and Practices in US Graduate Medical Education Programs

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