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this trend. Faculty mentorship is an important lever to promote students' success. While students with disability face inequitable advancement in medicine, including lower rates of placement into residency programs, 2 little is known about the impact of faculty mentorship on the academic progress of medical students with disability.In addition to faculty mentorship, peer interactions influence the medical learning environment and learner experience. Research indicates variability in students' perceptions of student community and collaboration, with marginalized students often viewing these aspects of medical school less favorably than their peers. 3 Students with disability report that collaboration in the learning environment is crucial for navigating accommodations and the complexities of medical training. Therefore, it is essential to understand how the learning environment's support for peer fellowship and collaboration among students with disability impacts their sense of safety, belonging, and academic progress. Historically underrepresented students in medicine, and especially underrepresented students with disability, 4 report higher rates of burnout, lower empathy, and greater career regret compared with their peers who are not underrepresented. 5 Despite its importance, the impact of the learning environment, including faculty and peer mentorship, on the development and career trajectories of medical students with disability remains unexplored. Future research should examine how positive interactions affect access to accommodations and outcomes such as leave of absence, retention, academic awards, residency placement, and long-term career satisfaction. Evaluating and improving the learning environment for students with disability, including those with intersecting marginalized identities, is crucial in the ongoing efforts to diversify the physician workforce.
this trend. Faculty mentorship is an important lever to promote students' success. While students with disability face inequitable advancement in medicine, including lower rates of placement into residency programs, 2 little is known about the impact of faculty mentorship on the academic progress of medical students with disability.In addition to faculty mentorship, peer interactions influence the medical learning environment and learner experience. Research indicates variability in students' perceptions of student community and collaboration, with marginalized students often viewing these aspects of medical school less favorably than their peers. 3 Students with disability report that collaboration in the learning environment is crucial for navigating accommodations and the complexities of medical training. Therefore, it is essential to understand how the learning environment's support for peer fellowship and collaboration among students with disability impacts their sense of safety, belonging, and academic progress. Historically underrepresented students in medicine, and especially underrepresented students with disability, 4 report higher rates of burnout, lower empathy, and greater career regret compared with their peers who are not underrepresented. 5 Despite its importance, the impact of the learning environment, including faculty and peer mentorship, on the development and career trajectories of medical students with disability remains unexplored. Future research should examine how positive interactions affect access to accommodations and outcomes such as leave of absence, retention, academic awards, residency placement, and long-term career satisfaction. Evaluating and improving the learning environment for students with disability, including those with intersecting marginalized identities, is crucial in the ongoing efforts to diversify the physician workforce.
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