Technical Standards

McKee, Michael; Gay, Steven; Ailey, Sarah H.; Meeks, Lisa M.

doi:10.1007/978-3-030-46187-4_9

Cited by 5 publications

(7 citation statements)

References 22 publications

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“…This can be accomplished by adding requirements for disability policies, accommodations practices, privacy policies, and protections against conflicts of interest and by verifying that schools’ technical standards are nondiscriminatory and follow best practices. 36,37 Importantly, efforts to elevate disability inclusion must be informed by individuals with disabilities who are working in medical education and have experienced barriers themselves.…”

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Institutional Accountability for Students With Disabilities: A Call for Liaison Committee on Medical Education Action

2022

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Medical educators and leaders have called for greater diversity among the physician workforce, including those with disabilities. However, many students with disabilities are precluded from entering and completing medical training due to historically restrictive technical standards and poor internal practices to protect student privacy. This limits the possibilities for growing this part of the workforce and making progress toward the ultimate goal of having a physician workforce that better represents the patients it serves. To achieve diversity among the physician workforce, medical education must create environments that allow students with disabilities to apply to, flourish in, and feel well supported in medical school. Recent additions to Accreditation Council for Graduate Medical Education requirements have helped to catalyze work in the area of disability inclusion by incorporating disability-focused mandates into graduate medical education accreditation standards. However, similar mandates for undergraduate medical education have not yet materialized. In this article, the authors call for the Liaison Committee on Medical Education (LCME) to elevate disability as a valued part of medical school diversity in its accreditation standards and to include protections for disabled students. The authors propose that the LCME can take 5 actions to promote institutional accountability toward students with disabilities: (1) define disability as diversity, (2) mandate disability support, (3) protect from conflicts of interest, (4) protect privacy, and (5) verify schools’ technical standards comply with the Americans with Disabilities Act. By adopting these recommendations, the LCME would send the powerful message that students with disabilities bring welcome expertise and value to the medical community.

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Institutional Accountability for Students With Disabilities: A Call for Liaison Committee on Medical Education Action

2022

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“…First, several templates exist to assist schools in building inclusive technical standards. 10 , 30 , 31 Second, schools should focus on “functional” or competency-based technical standards, emphasizing educational and healthcare outcomes, rather than “organic” standards that overemphasize how the skill is performed. 6 , 8 Finally, technical standards should include explicit language that welcomes applicants with disabilities and allows the use of auxiliary aids and intermediaries, as appropriate.…”

Section: Discussionmentioning

confidence: 99%

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

Stauffer

Case

Moreland

et al. 2022

Journal of Medical Education and Curricular Development

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Introduction Technical standards document US medical school's nonacademic criteria necessary for admission, persistence, and graduation and communicate the school's commitment to disability inclusion and accommodation but are considered one of the largest barriers for students with disabilities. Calls for more inclusive technical standards have increased in recent years, yet the impact of this work on changing technical standards has not been measured. The establishment of 15 new US MD- and DO-granting medical schools between 2017 to 2020 offered a unique opportunity to evaluate differences in the inclusive nature of newly developed technical standards. Method We conducted a document analysis of 15 newly formed medical schools’ technical standards to determine the availability and inclusive nature of the standards as they pertain to students with sensory and mobility disabilities. Technical standards were coded for: ease of obtaining technical standards, the school's stated willingness to provide reasonable accommodations, the origin of responsibility for accommodation request and implementation, and the school's openness to intermediaries or auxiliary aids. Results Of the 15 schools, 73% of the technical standards were not easy to locate online. Few (13%) included language that support disability accommodations. Most (73%) used language that was coded as ‘restrictive’ for students with physical or sensory disabilities. Coding of the newly accredited US MD and DO medical schools suggests that newly created technical standards are more restrictive than those in previous studies. Conclusions Efforts to create more inclusive technical standards have not yet been realized. Newly formed US MD- and DO-granting medical schools may perpetuate historically restrictive technical standards that serve as barriers to applicants with disabilities. Future research should evaluate the role of medical school accrediting bodies to go beyond simply requiring technical standards to ensuring that the standards are readily available and appropriately convey the availability of reasonable accommodations for students with disabilities.

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“…Traditionally, the AAMC has defined technical standards as the minimum physical and mental (nonacademic abilities) standards required for admission to, retention in, and graduation from an academic program or to function as a physician (see Table 2). 32‐34 The AAMC leaves the definition of these technical standards up to the school. The AAMC, in compliance with Section 504 of the Rehabilitation Act of 1973, has also prohibited discrimination against those with disabilities but fails to provide specifics as to what a school should provide to accommodate learners with disabilities 35…”

Section: Policies and Standardsmentioning

confidence: 99%

Making emergency medicine accessible for all: The what, why, and how of providing accommodations for learners and physicians with disabilities

Poffenberger

Coates

Backster

et al. 2022

AEM Education and Training

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Individuals with disabilities comprise a substantial portion of the U.S. population but make up only a small subset of medical students and health care providers. Both the Association of American Medical Colleges and the Accreditation Council for Graduate Medical Education have called for increased diversity in the physician workforce, to more closely represent the U.S. patient population and provide culturally effective care. Yet the barriers to disclosure and inclusion for individuals with disabilities in health care are significant, including attitudinal barriers such as stigma and bias, organizational barriers in policies and procedures, and environmental barriers such as resources and physical space. Lack of experience providing accommodations and a lack of knowledge of both what is legally required and what is possible also prevent programs from creating access. Realizing inclusion for individuals with disabilities in a diverse workforce requires emergency medicine programs to be proactive and deliberate in their approach to recruiting, accommodating, and retaining students, residents, and faculty with disabilities. Such efforts are likely to provide benefits that extend beyond those who receive the accommodations.

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Technical Standards

Cited by 5 publications

References 22 publications

Institutional Accountability for Students With Disabilities: A Call for Liaison Committee on Medical Education Action

Institutional Accountability for Students With Disabilities: A Call for Liaison Committee on Medical Education Action

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

Making emergency medicine accessible for all: The what, why, and how of providing accommodations for learners and physicians with disabilities

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