National Prevalence of Disability and Clinical Accommodations in Medical Education

Abstract

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.

The Performance and Trajectory of Medical Students With Disabilities: Results From a Multisite, Multicohort Study

“…A total of 171 SWDs and 341 nondisabled controls were examined; a small percentage of all students were pursuing dual degrees (44/512, 8.6%) and the majority of SWDs had cognitive/learning disabilities (118/171, 69.0%), which is consistent with other studies (Table 1 ). 9 , 17 , 22 , 23 …”

Structural Barriers to Student Disability Disclosure in US-Allopathic Medical Schools

“…In keeping with previous studies we excluded schools with a provisional or preliminary accreditation , those on probation , or those with exempt status (N = 15), for a total of 141 eligible participants. 16 , 30 - 32 As part of a larger study on medical education, we surveyed the Deans of Students on the disability disclosure structure within their program. We contacted Deans via email and invited them to complete the survey.…”

Technical Standards from Newly Established Medical Schools: A Review of Disability Inclusive Practices

“…The implications are far-reaching for a population that represents 20% of the US population yet only 4.6% of US-MD and 4.27% of US-DO medical students. 34 , 35 Oversight by accrediting agencies may be necessary to drive change in this area, 36 including a set of LCME- and COCA-driven exemplar technical standards that reflect current technological advancements in assistive technology and inclusion language and concurrent verification from accrediting bodies that the technical standards comply with the Americans with Disabilities Act.…”