Policies as barriers for disabled medical learners: exploratory study of learners’ perspectives

Jarus, Tal; Liao, Pamela; Battalova, Alfiya; Tikhonova, Julia; Das, Samarpita; Krejcik, Vera; Mayer, Yael

doi:10.1080/09687599.2022.2041403

Cited by 5 publications

(4 citation statements)

References 46 publications

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“…4–6,17,18,25,36–38,43–46 The added stress of navigating these marginalizing forces takes a toll, creates conditions that inhibit thriving in medicine, and may create conditions wherein barriers are so high and seemingly insurmountable that leaving is a desirable outcome—at a time when medicine desperately needs more diverse physicians. 36–38,42–46 Therefore, it is critical to creating compassionate off-ramps for those who desire to leave medicine, while simultaneously examining the structural and systemic barriers that may force an exit for students who wish to stay. This will require an equity evaluation of supports for Step 1 preparation and applications for Step 1 accommodation so that maximum support is provided to all students.…”

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

“…Given the disproportionately higher number of students from marginalized backgrounds who leave medicine, 40 a need to address systemic racism, colonialism, ableism, classism, and sexism in medicine is clear. 4–6,17,18,25,36–38,43–46 The added stress of navigating these marginalizing forces takes a toll, creates conditions that inhibit thriving in medicine, and may create conditions wherein barriers are so high and seemingly insurmountable that leaving is a desirable outcome—at a time when medicine desperately needs more diverse physicians. 36–38,42–46 Therefore, it is critical to creating compassionate off-ramps for those who desire to leave medicine, while simultaneously examining the structural and systemic barriers that may force an exit for students who wish to stay.…”

Section: Discussionmentioning

confidence: 99%

See 2 more Smart Citations

Compassionate Off-Ramps: The Availability of Terminal Master's Degrees in US Medical Schools

Petersen

Jain

Case

et al. 2023

Journal of Medical Education and Curricular Development

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Medical students who underperform or find they are not a “good fit” for medicine have limited options. A terminal master's degree represents an exit alternative that recognizes students’ completed coursework and acknowledges their commitment to the medical sciences. Although medical educators have called for the creation of such programs, termed “compassionate off-ramps,” the prevalence of degree offerings in US programs is unknown. In the fall of 2020, a survey was sent to Student Affairs Deans at 141 LCME-accredited MD programs; 73 institutions responded (52%). Terminal master's degrees were offered by 19% of respondent institutions (n = 13). While 85% of those without a terminal master's (n = 48) endorsed degree benefits, only 36% (n = 21) had plans to create the degree. This study demonstrates that few US medical schools offer a terminal master's degree, leaving students who exit medicine with high levels of debt without an avenue for a degree to support employment or future academic pursuits. The authors identify implications for students, particularly those who are at a higher risk of failing Step 1, such as students who are underrepresented in medicine, socioeconomically disadvantaged, or who have a disability and are unaccommodated. Potential barriers to terminal master's program creation are identified and mitigating strategies are recommended.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Compassionate Off-Ramps: The Availability of Terminal Master's Degrees in US Medical Schools

Petersen

Jain

Case

et al. 2023

Journal of Medical Education and Curricular Development

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“…Attitudinal barriers, including negative stereotypes and social stigma, pose significant challenges to wheelchair users' social integration. A study by Jarus et al emphasized the importance of addressing attitudinal barriers through education, awareness campaigns, and promoting positive attitudes towards disability [23].…”

Section: Examination Of Barriers and Challenges Faced By Wheelchair U...mentioning

confidence: 99%

Wheelchair Accessibility: Bridging the Gap to Equality and Inclusion

Sahoo

Choudhury

2023

Decis. Mak. Adv.

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This research paper investigates the impact of wheelchair accessibility on the overall well-being and quality of life of individuals with mobility limitations. The paper highlights the importance of wheelchair accessibility as a key determinant of independence, social participation, and overall societal inclusion. By examining the barriers and challenges faced by wheelchair users in various environments, including public spaces, workplaces, and educational institutions, this study sheds light on the profound implications of limited accessibility. Furthermore, it explores the benefits and potential outcomes of improved wheelchair accessibility, such as increased opportunities for employment, education, and social engagement. The research emphasizes the need for proactive measures, including policy reforms, infrastructure modifications, and awareness campaigns, to enhance wheelchair accessibility and break down the physical and attitudinal barriers that hinder full participation. By recognizing wheelchair accessibility as a crucial component of a more inclusive society, this research contributes to the ongoing dialogue and advocacy efforts aimed at promoting equal rights and opportunities for individuals with mobility impairments.

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Legibility: knowing disability in medical education inclusion

Jain

2023

Adv in Health Sci Educ

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How medical students, their teachers, and school administrators understand disability appears connected to ongoing, unequal access to medical education for disabled people. The stigmatization of disability within medical education affects students’ disability disclosures, yet few studies have explored how understandings of disability influence inclusion practices beyond individual student actions. This paper develops the concept of legibility, derived from a constructivist grounded theory study that examined disability inclusion at four U.S. medical schools through interviews with 19 disabled students and 27 school officials (faculty and administrators). With two dimensions (recognition and assessment of possibility), legibility demonstrates that knowing disability is relational, contextual, and equivocal. Drawing from the field of disability studies, the paper argues that the current paradigm of disability inclusion demands that students’ disability experiences be highly legible to themselves and others, yet increased legibility comes with potential risk due to prevalent ableism. While individual interactions can shift understandings of disability towards greater inclusivity, systemic action that embeds liberating discourses of disability into medical education is needed.

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Policies as barriers for disabled medical learners: exploratory study of learners’ perspectives

Cited by 5 publications

References 46 publications

Compassionate Off-Ramps: The Availability of Terminal Master's Degrees in US Medical Schools

Compassionate Off-Ramps: The Availability of Terminal Master's Degrees in US Medical Schools

Wheelchair Accessibility: Bridging the Gap to Equality and Inclusion

Legibility: knowing disability in medical education inclusion

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