Deaf and Hard-of-Hearing Learners in Emergency Medicine

Abstract

Approximately 23% of Americans over age 12 have some level of hearing loss.1 Emergency departments can reduce healthcare barriers for deaf and hard-of-hearing (DHoH) patients through improved patient-physician communication. DHoH students, once they become physicians, may provide one mechanism for reducing existing healthcare disparities and communication barriers for DHoH patients, and may be more adept with patients facing other communication barriers. A renewed interest in disability access and a commitment to social justice has increased efforts toward the inclusion of individuals with disabilities in medical education and training. Despite this increased interest and a growing number of DHoH students entering medical education, DHoH students continue to be dissuaded from specialty careers such as emergency medicine (EM) over concerns regarding effective communication and ability. Given the academic medicine communities’ commitment to diversity, a recounting of the successful inclusion of DHoH students in EM can benefit medical education and practice.In this account, the authors reflect on the successful experiences of a visiting DHoH medical student in an academic EM rotation at a Level I trauma hospital that serves a diverse population, and they identify the potential challenges for DHoH students in an EM setting, offer solutions including reasonable accommodations, and provide commentary on the legal requirements for providing full and equal access for DHoH students. We secured permission from the student to share the contents of this article prior to publication.

The Prevalence of Disability Health Training and Residents With Disabilities in Emergency Medicine Residency Programs

“…This emphasizes the value of including residents and faculty members with disabilities in EM residency programs as well as the need to develop general best practice guidelines that can be tailored to individuals. Published case studies on providing successful accommodations for students in the ED 44 may serve as a starting point for enacting accommodations for residents. Additionally, providing accommodations for faculty members or residents with disabilities may improve patient care to individuals with similar disabilities due to creating more accessible and inclusive environments 45…”

Barriers in Medical Education: A Scoping Review of Common Themes for Medical Students With Disabilities

“…Students with impairments such as ADHD and Learning Disabilities may nd their previously adequate coping strategies ineffective when studying medicine, leading them to seek a diagnosis (5). Medical students in general often do not seek help, especially those presenting with disabilities, because there remains the fear of being "outed" or ostracized within the medical education system even though they are within their rights to receive the accommodations entitled by federal law (13). Having medical students become con dent in disclosing disabilities can be done by creating safe environments for them to do so.…”

Conducting health policy analysis in primary care research: turning clinical ideas into action

“…Often situated as a review of documents and guidelines, health policy analysis is a critical mechanism for ensuring best practices in light of new evidence and the promotion of good health 6. For example, the growing evidence of disability-related health disparities, including lung cancer screening among the deaf, and case studies on the inclusion of medical residents with disabilities, can drive policy change 7 8. The Alliance for Disability in Health Care Education, based on existing policy and research literature, crafted a policy document on core competencies on disabilities for healthcare education 9.…”