1 10 6 https://mail.dhd752groupproject.digital.uic.edu/files/original/7ed0b77903c0f0304f64d5313c5a815f.jpg f7a0d813530f48b45ac119cca73cc059 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Disability Policies Among Medical Education Programs and Organizations Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Disability as Diversity: A Guidebook for Inclusion in Medicine, Nursing, and the Health Professions Description An account of the resource Image description: The cover of a book, mostly blue with intersecting vertical and horizontal yellow blocks and an uneven circular blob in rainbow colors that resembles refracted light in a soap bubble. The white text reads “Disability as Diversity” and, below that, “A Guidebook for Inclusion in Medicine, Nursing, and the Health Professions.” Below the byline is the editors: “Lisa M. Meeks, Leslie Neal-Boylan Editors.” Springer, the publisher, is written in white at the bottom. Source A related resource from which the described resource is derived Disability as Diversity book cover. 2020. <a href="https://blackwells.co.uk/bookshop/product/9783030461867?gC=098f6bcd4&gclid=CjwKCAjw9qiTBhBbEiwAp-GE0UyMxULOuompy55Ig3P81c1_lv38Fx1_7DUCFiEvXv7uvHkOMbclXxoCaEkQAvD_BwE">https://blackwells.co.uk/bookshop/product/9783030461867?gC=098f6bcd4&gclid=CjwKCAjw9qiTBhBbEiwAp-GE0UyMxULOuompy55Ig3P81c1_lv38Fx1_7DUCFiEvXv7uvHkOMbclXxoCaEkQAvD_BwE</a>. Accessed <span style="font-weight: 400;" data-rich-links="{"dat_df":{"fres_frt":1,"dfie_ts":{"tv":{"tv_s":1651147200,"tv_n":0}},"dfie_l":"en","dfie_p":{"fres_frt":0,"tres_tv":"MMM d, y"},"dfie_dt":"Apr 28, 2022","dfie_pt":3},"type":"date"}">Apr 28, 2022. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Disability Policies Among Medical Education Programs and Organizations Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Disability as Diversity Description An account of the resource Framing disability as a dimension of diversity is a relatively new strategy adopted by advocates to promote disability inclusion in medicine. Over the last several decades medical schools came under increasing pressure to improve the diversity of their student bodies. Primarily this elevated attention to racial diversity: in 2009 the Liaison Committee for Medical Education (LCME) which accredits undergraduate four-year medical schools added two “standards” designed to increase diversity, and more recently the AAMC issued several reports focusing on racial diversity in medicine (AAMC, n.d.). Thus, diversity became a new measure of medical institutions’ quality alongside test scores, match results, funding, and more. Diversity is now a benchmark to be measured—and thus a source of anxiety and motivation-to-action for schools. Advocates for disability inclusion in medicine capitalized on the growing attention to diversity issues making disability as diversity a cornerstone of their argument. Starting around 2018—the same year that the AAMC officially classified disability as an aspect of diversity—a majority of articles, books, and guides promoting disability inclusion in medicine introduced the importance of disability inclusivity by invoking medicine’s larger mandate to increase the diversity of students and practitioners (L. Meeks & Jain, 2018; L. M. Meeks et al., 2019, 2019; L. M. Meeks, Jain, et al., 2020; L. M. Meeks, Taylor, et al., 2020). Two years later in 2020, Lisa Meeks and Leslie Neal-Boylan’s book Disability as Diversity was published (L. Meeks & Neal-Boylan, 2020). Still, in 2022, the LCME does not include disability in definitions of diversity. The continuing aspiration for diversity—across myriad dimensions of identity and experience—demonstrates both the importance of the metric and the need to further push the envelope of “diversity” and inclusivity. Source A related resource from which the described resource is derived AAMC. (n.d.). Fostering Diversity and Inclusion. AAMC. Retrieved May 2, 2022, from https://www.aamc.org/data-reports/workforce/interactive-data/fostering-diversity-and-inclusion Meeks, L., & Jain, N. (2018). Accessibility, Inclusion, and Action in Medical Education: Lived Experiences of Learners and Physicians With Disabilities,. AAMC. Meeks, L. M., Jain, N. R., & Laird, E. P. (2020). Equal Access for Students with Disabilities: The Guide for Health Science and Professional Education (2nd edition). Springer Publishing Company, LLC. Meeks, L. M., Jain, N. R., Moreland, C., Taylor, N., Brookman, J. C., & Fitzsimons, M. (2019). Realizing a Diverse and Inclusive Workforce: Equal Access for Residents With Disabilities. Journal of Graduate Medical Education, 11(5), 498–503. https://doi.org/10.4300/JGME-D-19-00286.1 Meeks, L. M., Taylor, N., Case, B., Stergiopoulos, E., Zazove, P., Graves, L., McKee, M., Swenor, B. K., Salgat, A., Cerilli, C., Joshi, H., & Moreland, C. J. (2020). The Unexamined Diversity: Disability Policies and Practices in US Graduate Medical Education Programs. Journal of Graduate Medical Education, 12(5), 615–619. https://doi.org/10.4300/JGME-D-19-00940.1 Meeks, L., & Neal-Boylan, L. (2020). Disability as Diversity: A Guidebook for Inclusion in Medicine, Nursing, and the Health Professions. https://mail.dhd752groupproject.digital.uic.edu/files/original/e0dab2dabcfa1dda8d3a7609f83e0875.jpg ea1b80171b5fb9f47d656b881ad4b5c2 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Disability Policies Among Medical Education Programs and Organizations Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Equal Access for Students with Disabilities: The Guide for Health Science and Professional Education Description An account of the resource Image description: The front cover of a book titled "Equal Access for Students with Disabilities: The Guide for Health Science and Professional Education." Text towards the bottom of the cover list the editors: Lisa M. Meeks, Neera R. Jain, and Elisa Laird. Source A related resource from which the described resource is derived Equal Access for Students with Disabilities book cover. 2020. <a href="https://www.springerpub.com/equal-access-for-students-with-disabilities-9780826182227.html">https://www.springerpub.com/equal-access-for-students-with-disabilities-9780826182227.html</a>. Accessed <span style="font-weight: 400;" data-rich-links="{"dat_df":{"fres_frt":1,"dfie_ts":{"tv":{"tv_s":1651147200,"tv_n":0}},"dfie_l":"en","dfie_p":{"fres_frt":0,"tres_tv":"MMM d, y"},"dfie_dt":"Apr 28, 2022","dfie_pt":3},"type":"date"}">Apr 28, 2022 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Disability Policies Among Medical Education Programs and Organizations Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource National Medical Organizations’ Changing Stance and Policies on Disability Description An account of the resource In the decades since the Americans with Disabilities Act (ADA) was passed, individual undergraduate and graduate medical education programs and the national bodies responsible for accrediting these programs slowly began to recognize the need to support disabled trainees and to craft policies and procedures that would do so. The unique value of disabled trainees and practitioners dawned more slowly. Approaches to disability inclusion across medical institutions and organizations are disparate and uneven in their effect and application. Individual undergraduate medical education (UME) programs—that is, those offering four-year MD or DO degrees—outpaced graduate medical education (residency and fellowship) in basic disability inclusion: maintaining disability policies, hiring disability service providers to facilitate accommodations, and even teaching disability-focused content (Martin-Lockhart, 2022). Of course, the actualities of these steps varied—and vary—greatly. Disability service providers are frequently housed outside medical colleges and little time is devoted to disability education in the mere 23-52%  of accredited UME programs that integrate disability topics into their curricula (exact numbers are unknown) (L. Meeks & Jain, 2018; L. M. Meeks, Stergiopoulos, et al., 2022; L. Meeks & Neal-Boylan, 2020; Seidel & Crowe, 2017). Graduate medical education (GME) programs rarely include equivalent disability education and/or infrastructure for accommodations. Residents and fellows are employees not students so cannot be served by the same disability services that work with UME students. Thus, GME was and is often been criticized for lacking even the most fundamental disability inclusiveness (L. Meeks & Jain, 2018; L. M. Meeks et al., 2019; Rotoli et al., 2020; Sapp et al., 2021). Groundbreaking changes to national-level GME policies saw the recognition of disability as a valuable axis of experiential knowledge and identity. In 2019, nearly thirty years after the passage of the ADA, the American Counsel of Graduate Medical Education (ACGME) released new policies and accreditation criteria that increased the profile of disability inclusion, rights, and protections in graduate medical education (GME) (L. M. Meeks et al., 2019, 2021, p. 211). The ACGME classify disability as a dimension of diversity and instituted requirements that: (i) medical institutions with residency positions possess a formal disability policy and (ii) accommodations be offered by GME programs (ibid). These changes followed a 2018 American Association of Medical Education (AAMC)-sponsored report on the experiences of disabled trainees that recommended strategies for disability inclusivity in medical education (L. Meeks & Jain, 2018). The accrediting body for undergraduate medical education programs, the Liaison Committee on Medical Education (LCME), did not take similar steps. Students, physicians, educators, and other advocates subsequently sought to put pressure on the LCME to follow the ACGME’s lead by implementing policies and standards to improve disability inclusivity. Medical Students with Disability and Chronic Illness (MSDCI), a national-level advocacy and community group, sent a letter to the LCME in 2021 imploring the organization to add disability education to its UME program accreditation criteria. Moreover, though the LCME requires that UME programs value diversity in their student body and that they maintain a policy of nondiscrimination with respect to disability status, up to the spring of 2022 the LCME has done little to ensure that medical schools’ technical standards and other policies adhere to the ADA. LCME’s own materials fail to include disability as a form of diversity (L. M. Meeks et al., 2021). However, visitors to MSDCI’s website (MSDCI, n.d.) in the spring of 2022 could see an announcement that, in the wake of the group’s letter, the LCME Subcommittee on Standards is planning soon to discuss its proposals. Despite advocacy and the concrete policy shifts towards disability inclusion in medicine, adherence and actual disability representation remain uneven and limited. Research from the same summer that the ACGME policy changes took effect (2019) found that only 32 of 47 handbooks from large-scale GME programs included a specific disability policy (L. M. Meeks, Taylor, et al., 2020). While the profile of disability shot up amongst medical institutions and organizations since the mid-late 2010s, the provision of basic disability accommodations and tangible movement towards true inclusivity in both UME and GME remain uneven and limited. Source A related resource from which the described resource is derived Martin-Lockhart, Z. (2022). Disabled Doctors Dissertation Fieldwork [manuscript in preparation]. Meeks, L., & Jain, N. (2018). Accessibility, Inclusion, and Action in Medical Education: Lived Experiences of Learners and Physicians With Disabilities,. AAMC. Meeks, L. M., Case, B., Joshi, H., Harper, D. M., & Graves, L. (2021). Disability Policies and Practices in Family Medicine Residencies: A CERA Study. Family Medicine, 53(3), 211–214. https://doi.org/10.22454/FamMed.2021.726731 Meeks, L. M., Jain, N. R., Moreland, C., Taylor, N., Brookman, J. C., & Fitzsimons, M. (2019). Realizing a Diverse and Inclusive Workforce: Equal Access for Residents With Disabilities. Journal of Graduate Medical Education, 11(5), 498–503. https://doi.org/10.4300/JGME-D-19-00286.1 Meeks, L. M., Stergiopoulos, E., & Petersen, K. H. (2022). Institutional Accountability for Students With Disabilities: A Call for Liaison Committee on Medical Education Action. Academic Medicine, 97(3), 341–345. https://doi.org/10.1097/ACM.0000000000004471 Meeks, L. M., Taylor, N., Case, B., Stergiopoulos, E., Zazove, P., Graves, L., McKee, M., Swenor, B. K., Salgat, A., Cerilli, C., Joshi, H., & Moreland, C. J. (2020). The Unexamined Diversity: Disability Policies and Practices in US Graduate Medical Education Programs. Journal of Graduate Medical Education, 12(5), 615–619. https://doi.org/10.4300/JGME-D-19-00940.1 Meeks, L., & Neal-Boylan, L. (2020). Disability as Diversity: A Guidebook for Inclusion in Medicine, Nursing, and the Health Professions. MSDCI. (n.d.). Retrieved April 30, 2022, from https://msdci.org/ Rotoli, J., Backster, A., Sapp, R. W., Austin, Z. A., Francois, C., Gurditta, K., Mirus, C., & Poffenberger, C. M. (2020). Emergency Medicine Resident Education on Caring for Patients With Disabilities: A Call to Action. AEM Education and Training, 4(4), 450–462. https://doi.org/10.1002/aet2.10453 Sapp, R. W., Sebok-Syer, S. S., Gisondi, M. A., Rotoli, J. M., Backster, A., & Poffenberger, C. M. (2021). The Prevalence of Disability Health Training and Residents With Disabilities in Emergency Medicine Residency Programs. AEM Education and Training, 5(2), e10511. https://doi.org/10.1002/aet2.10511 Seidel, E., & Crowe, S. (2017). The State of Disability Awareness in American Medical Schools. American Journal of Physical Medicine & Rehabilitation, 96(9), 673–676. https://doi.org/10.1097/PHM.0000000000000719 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Disability Policies Among Medical Education Programs and Organizations Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Technical Standards: Biases and a Movement for Reform Description An account of the resource Technical standards, itemized physical and mental capacities that medical schools require students meet, represent a particularly trenchant and slow-to-change manifestation of medical school disability exclusion—and discrimination. Medical schools nationwide produced and instituted technical standards after a 1979 recommendation by the Association of American Medical Colleges (AAMC) that programs outline a “universal skill set among applicants to ensure success in any specialty” (Joy, 2017, np). Idealization of the “undifferentiated physician”—capable of carrying out all medical tasks and diagnoses and of administering any treatment—might have made sense for country doctors isolated from any medical facilities but the codification of this ideal in technical standards poses an insurmountable and likely illegal barrier for many prospective medical students with disabilities. As medicine became increasingly specialized, the expectation of absolute and independent capacity did not diminish and many institutions’ technical standards have not been reworked to reflect changing realities of medical practice (ibid). A growing number of medical schools are changing their technical standards to use less disability-excluding language and to explicitly permit accommodations. For example, a technical standard might use terminology like “perceive” rather than “see.” The University of Michigan Medical School (Ann Arbor), a leader in disability inclusion, adjusted their technical standards in 2016, prompting an inquiry from the Association of American Medical Colleges (AAMC) asking whether they should promote similar revisions among other medical schools and requesting further information on the process (ibid). Many schools’ technical standards still exclude many people with disabilities—barring accommodations or requiring particular physically specific tasks like CPR. Current precedent from post-Americans with Disabilities Act court rulings holds that a program may only be deemed to be discriminating against disabled students (when it comes to accommodations that allow students to meet school requirements) if the accommodation does not involve “substantial changes to its curriculum [such as removing CPR or a similar task as a technical standard requirement] as a disability accommodation” (Laird-Metke, Elisa et al., 2016). (It remains unclear how—and if—a technical standard like CPR that requires particular physical abilities and thus likely excludes only disabled candidates comports with the ADA.) Changes are occurring now and more are visible on the horizon: Stanford is preparing to revamp its technical standards (after already doing so around 2017) while the University of Washington at St. Louis recently overhauled their technical standards as part of a larger curriculum review (Martin-Lockhart, 2022).   Source A related resource from which the described resource is derived Joy, K. (2017, October 10). ‘A Seat at the Table’: Why U-M’s Medical School Wants More Students with Disabilities. University of Michigan. https://labblog.uofmhealth.org/med-u/a-seat-at-table-why-u-ms-medical-school-wants-more-students-disabilities Laird-Metke, Elisa, Serrantino, J., & Culley, J. L. (2016). The Process for Determining Disability Accomodations. In L. Meeks & N. R. Jain (Eds.), The guide to assisting students with disabilities: Equal access in health science and professional education (pp. 53-???????). Springer Publishing Company. Martin-Lockhart, Z. (2022). Disabled Doctors Dissertation Fieldwork [manuscript in preparation]. https://mail.dhd752groupproject.digital.uic.edu/files/original/4c2afdbfab46660d6a42318beeff597f.jpg 002f76ad231bcfab9e6eaf4bc2d60066 https://mail.dhd752groupproject.digital.uic.edu/files/original/6af2cbb47518bf571f122b42733de7dc.jpg 315717ebd8930fa380ce083ec4b65b04 https://mail.dhd752groupproject.digital.uic.edu/files/original/d71f1b9ce85b846e0054fefffe94a6de.jpg 7587dfcff76f3ae4f5f757fed7ccd701 https://mail.dhd752groupproject.digital.uic.edu/files/original/c9b6910fbdb64092d0de6dce8b739e47.jpg c2df59a35b77f41e543af4c5b472f9df Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Disability Policies Among Medical Education Programs and Organizations Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The letter sent to the Liaison Committee on Medical Education (LCME) by Medical Students with Disability and Chronic Illness (MSDCI) on December 3, 2021. Over 650 individuals signed onto the letter. Description An account of the resource Image description: A two-and-a-half page letter featuring a formal layout. An copy of the text may be found on MSDCI's public google drive: https://drive.google.com/file/d/1VG-T-eChpFvtW-58EvU2Flcp-wm9M8rH/view