2020
DOI: 10.4300/jgme-d-19-00940.1
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The Unexamined Diversity: Disability Policies and Practices in US Graduate Medical Education Programs

Abstract: 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 considerati… Show more

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Cited by 26 publications
(18 citation statements)
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“…Limitations include potential sampling and response bias (eg, underreporting or overreporting of disability, not understanding disability in the context of the Americans with Disabilities Act Amendments Act). Our findings, coupled with recent data showing low compliance with ACGME disability regulations, 6 underscore the need to prioritize and enforce GME policies that improve access to training for disabled residents, 2 both for the mental health of RWD and for the patients that they treat. Future research should focus on culture and climate that inform disability disclosure and accommodation requests in residency, including fear of stigma and bias.…”
Section: Discussionmentioning
confidence: 99%
“…Limitations include potential sampling and response bias (eg, underreporting or overreporting of disability, not understanding disability in the context of the Americans with Disabilities Act Amendments Act). Our findings, coupled with recent data showing low compliance with ACGME disability regulations, 6 underscore the need to prioritize and enforce GME policies that improve access to training for disabled residents, 2 both for the mental health of RWD and for the patients that they treat. Future research should focus on culture and climate that inform disability disclosure and accommodation requests in residency, including fear of stigma and bias.…”
Section: Discussionmentioning
confidence: 99%
“…8 In addition to disability-specific requirements, the ACGME added a set of Common Program Requirements that directly impact diversity and inclusion including: that the program in partnership with its sponsoring institution must engage in practices that focus on mission-driven, ongoing, systematic recruitment and retention of a diverse and inclusive workforce of residents... 9 Efforts to increase diversity suggest that institutional mission statements must align with program efforts and messaging (Table 1). 4,[7][8] A recent study suggests that the majority of GME sponsored institutions neither fully comply with requirements, nor align with current recommendations, 10 while a similarly-focused commentary offered best practice for inclusive policies in GME. 5 As the number of medical students with disabilities grows, 11 the disconnect between the potential applicants for residency and residency preparedness may serve as a barrier to the stated goals of increasing diversity in GME.…”
Section: Discussionmentioning
confidence: 99%
“…17 Finally, graduate medical education must also embrace holistic approaches to admissions, recruitment, education, and professional development that provide equitable learning for primary and specialty care across all fields for graduating medical students with disabilities. 18,19…”
Section: Moving Forward: Addressing the Opportunitymentioning
confidence: 99%