‘We are not anything alike’: marginalization of health professionals with disabilities

Bulk, Laura Yvonne; Easterbrook, Adam; Roberts, Earllene; Groening, Marlee; Murphy, Susan; Lee, Michael; Ghanouni, Parisa; Gagnon, Jennifer; Jarus, Tal

doi:10.1080/09687599.2017.1308247

Cited by 54 publications

(44 citation statements)

References 41 publications

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“…introductory lectures) and the pedagogical considerations by the faculty. What was explicit in this study is that standardised and inflexible teaching and learning practices actively impede the students’ engagement, autonomy and management of self, a view supported by related literature and linked to success [20, 26, 36, 37]. Furthermore, there appeared to be little opportunity for effective dialogue with academic staff to redress this.…”

Section: Discussionmentioning

confidence: 82%

“…This limits students’ potential and autonomy, decreases their capacity to explore and be appropriately assessed on strategies they could use in practice, but also inappropriately homogenises all clinical situations. Eaterbrook et al [20] and Bulk et al [36] note that there needs to be greater clarity on necessary competencies and appropriate inflexibility alongside acceptance of where approaches and structures can be changed. A more considered approach to practical based assessments which involves closer dialogue with both clinical partners and students would result in an improved capacity to align assessment with clinical reality and assist visibility of decision making.…”

Section: Discussionmentioning

confidence: 99%

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Students with specific learning disabilities experiences of pre-registration physiotherapy education: a qualitative study

et al. 2019

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BackgroundAttainment gaps for students with disabilities have been noted in pre-registration physiotherapy courses in the UK. Previous research suggests disclosure, lack of staff knowledge and poor communication between University and placement sites may be relevant, but these are limited to small case studies with students with visual or physical disabilities. The purpose of this study was to explore disabled physiotherapy students’ experiences of their education in order to elucidate factors that may influence success.MethodsQualitative study drawing on phenomenological traditions. Four focus groups including 15 students with disabilities were conducted. Transcripts were analysed thematically. Procedures for transparency and rigour such as member checking and peer debriefing were implemented.ResultsThree major themes were derived from data. “It was quite a relief” explores the personal and social implications of diagnosis. “They’re not natural” focuses on academic assessment and the specifics of adjustments made and not made within that context. “My dyslexia doesn’t switch off” explores the inaccessibility of the learning environment and dissects the contrast between the 24-h nature of having a specific learning condition and the somewhat piecemeal nature of adjustments during their education.ConclusionsThis study indicates that having a specific learning disability or anxiety creates a number of hurdles to success in physiotherapy education. Most were within the University setting and were perceived to result from staff ignorance or piecemeal approaches to inclusion. A lack of consistency alongside facilitated dialogue and acknowledgement of enhancements results in frustration, ambiguity towards disclosure and reinforcement of a deficit model. Such an approach belies the intention of the profession and the NHS and does not maximise the potential of widening participation.

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Section: Discussionmentioning

confidence: 82%

Section: Discussionmentioning

confidence: 99%

Students with specific learning disabilities experiences of pre-registration physiotherapy education: a qualitative study

et al. 2019

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“…Residents may not disclose disability due to reporting requirements for state licensing boards [11][12][13] or because of concerns that supervisors will question their ability to perform job duties. 6,[14][15][16] Therefore, failure to disclose may not be ameliorated by changes in policy.…”

Section: Discussionmentioning

confidence: 99%

The Unexamined Diversity: Disability Policies and Practices in US Graduate Medical Education Programs

Meeks

Taylor

Case

et al. 2020

Journal of Graduate Medical Education

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Background Graduate medical education (GME) institutions must ensure equal access for trainees with disabilities through appropriate and reasonable accommodations and policies. To date, no comprehensive review of the availability and inclusiveness of GME policies for residents with disabilities exists. Objective We examined institutions' compliance with Accreditation Council for Graduate Medical Education (ACGME) requirements and alignment with Association of American Medical Colleges (AAMC) policy considerations. Methods Between June and August 2019, we conducted a directed content analysis of GME institutional policies using the AAMC report on disability considerations and the ACGME institutional requirements as a framework. Results Of the 47 GME handbooks available for review, 32 (68%) included a disability policy. Forty-one of the 47 (87%) handbooks maintained a nondiscrimination statement that included disability. Twelve of the 32 (38%) handbooks included a specific disability policy and language that encouraged disclosure, and 17 (53%) included a statement about the confidential documentation used to determine reasonable accommodations. Nineteen of the 32 (59%) maintained a clear procedure for disclosing disabilities and requesting accommodations. Conclusions While disability policies are present in many of the largest GME institutions, it is not yet a standardized practice. For institutions maintaining a disability policy, many lack key elements identified as best practices in the AAMC considerations.

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“…If we are to consider the category of burnout (a new member in the family of mental illness), shouldn't scholars of disability studies contribute to the formulation? The medical literature is beginning to include articles and accounts of disability within the profession, like those by Laura Bulk and colleagues 9 and Neera Jain, 10 but as of yet no one seems to have taken on the idea that the present crisis of burnout within medicine has something to do with a toxic culture of professional surveillance. Scholars of disability studies could do this.…”

Section: Ally Flemingmentioning

confidence: 99%

Ableism in the medical profession

Neilson

2020

CMAJ

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‘We are not anything alike’: marginalization of health professionals with disabilities

Cited by 54 publications

References 41 publications

Students with specific learning disabilities experiences of pre-registration physiotherapy education: a qualitative study

Students with specific learning disabilities experiences of pre-registration physiotherapy education: a qualitative study

The Unexamined Diversity: Disability Policies and Practices in US Graduate Medical Education Programs

Ableism in the medical profession

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