Deafness Among Physicians and Trainees

Moreland, Christopher J.; Latimore, Darin; Sen, Ananda; Arató, Nóra; Zazove, Philip

doi:10.1097/acm.0b013e31827c0d60

Cited by 32 publications

(40 citation statements)

References 25 publications

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“…LGBTQ + -inclusive evidence-based educational materials 188,190 LGBTQ + -inclusive forms and decision-making tools 188,190 Physicians with disabilities Recruitment and workforce culture Include disability in discussions of diversity 4,191,192 Increase recruitment 193 Remove pressure on students and physicians to disclose the full nature of their disability 4 Improve and standardize medical school technical standards 194 addressing unclear, inconsistent, and lengthy policies and processes 4 Define responsibility for accommodations 4,194 Provide access to appropriate accommodations, personal and professional networks, peer support, and mentorship 4 Expand study of barriers and accommodations supportive of physicians [194][195][196] Patient comfort, communication, and outcomes Improve access, provider awareness, and communication, and address attitudinal barriers [45][46][47][48][49]195,[197][198][199] anxiety, low perceived self-health, harassment, and isolation. 130 Burnout in physicians with disabilities and intersectional identities Unfortunately, we were unable to find any study specifically aimed at examining burnout in physicians with disabilities or with intersectional identities, making these important areas for future research.…”

Section: Patient Comfort Communication and Outcomesmentioning

confidence: 99%

Physician Workforce Disparities and Patient Care: A Narrative Review

et al. 2019

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Background: Ensuring the strength of the physician workforce is essential to optimizing patient care. Challenges that undermine the profession include inequities in advancement, high levels of burnout, reduced career duration, and elevated risk for mental health problems, including suicide. This narrative review explores whether physicians within four subpopulations represented in the workforce at levels lower than predicted from their numbers in the general population-women, racial and ethnic minorities in medicine, sexual and gender minorities, and people with disabilities-are at elevated risk for these problems, and if present, how these problems might be addressed to support patient care. In essence, the underlying question this narrative review explores is as follows: Do physician workforce disparities affect patient care? While numerous articles and high-profile reports have examined the relationship between workforce diversity and patient care, to our knowledge, this is the first review to examine the important relationship between diversity-related workforce disparities and patient care. Methods: Five databases (PubMed, the Cochrane Library of Systematic Reviews, EMBASE, Web of Knowledge, and EBSCO Discovery Service) were searched by a librarian. Additional resources were included by authors, as deemed relevant to the investigation. Results: The initial database searches identified 440 potentially relevant articles. Articles were categorized according to subtopics, including (1) underrepresented physicians and support for vulnerable patient populations; (2) factors that could exacerbate the projected physician deficit; (3) methods of addressing disparities among underrepresented physicians to support patient care; or (4) excluded (n = 155). The authors identified another 220 potentially relevant articles. Of 505 potentially relevant articles, 199 (39.4%) were included in this review. Conclusions: This report demonstrates an important gap in the literature regarding the impact of physician workforce disparities and their effect on patient care. This is a critical public health issue and should be urgently addressed in future research and considered in clinical practice and policy decision-making.

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Section: Patient Comfort Communication and Outcomesmentioning

confidence: 99%

Physician Workforce Disparities and Patient Care: A Narrative Review

et al. 2019

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“…The population of DHoH individuals in medicine is heterogeneous in many ways, including variation in hearing acuity, communication styles and preferences, and accommodations used 4 . It is critical that admissions committees, faculty, and administrators do not make assumptions about which accommodations are needed for an individual DHoH student or physician.…”

Section: Ways To Better Support Dhoh Physicians and Physicians-in-tramentioning

confidence: 99%

“…Moreland and colleagues reported that DHoH respondents spent on average 1.3 hours per week to arrange for accommodations. 4 …”

Section: Ways To Better Support Dhoh Physicians and Physicians-in-tramentioning

confidence: 99%

“…The article by Moreland and colleagues 4 in this issue of Academic Medicine reports findings from a survey of a sample of DHoH medical students, residents, and physicians, providing a first look at this never-before studied population of physicians and physicians-in-training. In this commentary, we list reasons that medical schools and training programs should include DHoH individuals, explain why DHoH individuals remain underrepresented in physician training programs and the health workforce, and recommend ways to effectively include DHoH individuals in educational programs and prepare them for successful careers as physicians (List 1).…”

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confidence: 99%

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Commentary

et al. 2013

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Deaf and hard-of-hearing (DHoH) individuals are underrepresented among physicians and physicians-in-training, yet this group is frequently overlooked in the diversity efforts of many medical training programs. The inclusion of DHoH individuals, with their diverse backgrounds, experiences, and struggles contributes to medical education and health care systems in a variety of ways, including: (1) a richer medical education experience for students and faculty resulting in greater disability awareness and knowledge about how to interact with and care for DHoH individuals and their families; (2) the provision of empathetic care desired by many patients and their families, including individuals who have a disability or chronic condition; and (3) the promotion of a more supportive and accessible professional environment for physicians, including older physicians in practice and as educators, who are experiencing age-associated decreased hearing acuity or other acquired disabilities.

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“…2 This represents a larger cohort of students with disabilities entering GME than previously imagined [3][4][5] and suggests potential increases in requests for accommodation. Numerous resources exist to aid undergraduate medical education programs in disability-related recruitment and retention efforts, [6][7][8][9][10][11][12][13] including guidance on technical standards, 14,15 clinical accommodations, 16 and inclusive assessment. 17,18 The GME guidance is less robust.…”

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confidence: 99%