Studying the performance of medical students with disabilities requires a better understanding of the prevalence and categories of disabilities represented.1- 4 It remains unclear how many medical students have disabilities; prior estimates are out-of-date and psychological, learning, and chronic health disabilities have not been evaluated.5 This study assessed the prevalence of all disabilities and the accommodations in use at allopathic medical schools in the United States.
Source: Prevalence of Self-Disclosed Disability in US Allopathic Medical Students | Medical Education and Training | JAMA | The JAMA Network
Source: Empowering medical students with disabilities: The student perspective – Herzer – 2016 – Disability Compliance for Higher Education – Wiley Online Library
Medical school can be a stressful and high-stakes experience. For medical students with disabilities, that experience may be even more stressful as students navigate the accommodations process, worry about possible discrimination if they disclose their disabilities, and fear being viewed as inferior compared to their peers. Disability services providers play a vital role in supporting students through the medical school experience.
MU medical students’ complaints describe humiliation, discrimination
Source: MU medical students’ complaints describe humiliation, discrimination | Higher Education | columbiamissourian.com
COLUMBIA — Matt Darrough didn’t take a traditional path to the MU School of Medicine.
When he applied in November 2013, he was 43 and working full time as a lawyer. He was also preparing to have his legs amputated below the knee and get prosthetics. An accident years earlier had left him paralyzed from the knees down.
Darrough was worried that his age and disability would make medical school more difficult, but in his interview, the chief of surgery said he was exactly the type of student the school was seeking. The admissions committee wanted greater diversity, including students like Darrough with no background in science.
Three years later, Darrough dropped out, frustrated with what he described as constant bullying, a lack of accommodation of his disability and an overall hostile environment.
He filed a complaint — one of 15 filed by students against the medical school in the past two years, according to documents requested by the Missourian in September and obtained Dec. 8 through a Sunshine Law request. Most of the complaints involved public humiliation, and others described experiences of gender discrimination.
The Missourian obtained medical students’ reports of mistreatment from September 2014 to present through a Sunshine Law request. The following are selections of students’ narratives.
Source: Doctor’s care is a balance of skill, empathy for Virginia Tech Carilion School of Medicine student : Augusta Free Press
Alyssa Savelli has wanted to be a doctor for as long as she can remember. “When I was 5, I would just sit and watch Discovery Health Channel and watch open heart surgery.”
A learning disability as a child made Savelli second-guess her dreams. “As I worked with special tutors, I got over it, but it wore on my confidence for a long time. I still worried that medicine would be too hard for me.”
A life-altering illness in her family caused her to refocus on her early dream. During her freshman year at Virginia Tech, Savelli’s father was diagnosed with acoustic neuroma, a brain tumor that impacts a nerve that runs from the ear to the brain. Along with numerous doctors’ appointments, he had to undergo complicated surgery to remove the tumor.
“Through that period, I noticed what makes a good doctor,” Savelli said, in particular noting the work of Rafael Tarmargo, a neurosurgeon at Johns Hopkins Medicine who performed her dad’s surgery. “Despite the fact that Dr. Tamargo was a brilliant surgeon and he is really busy, he was also very empathetic. Whenever my dad came in, he would ask how everyone else in the family was doing by name.”
National League for Nursing Publishes Vision for Achieving Meaningful Inclusion in Nursing Education
Calls on Nursing Education Community to Lead Efforts to Expand Diversity Among Faculty and Students
Achieving Diversity and Meaningful Inclusion in Nursing Education A Living Document from the National League for Nursing
By Kevin McKeough, Anne Burgeson & Kathleen Ziemer
Illinois Attorney General Lisa Madigan observed that “at almost any moment, any of us could be living with a disability, whether through our life circumstances or as we age. This is an issue that is personal to all of us, whether we realize it our not.”
Madigan the was the featured speaker at the Rush ADA 25 Symposium, held on Oct. 6 at Rush University Medical Center. The event celebrated the 25th anniversary of the Americans With Disabilities Act, which became law on July 26, 1990.
A White Paper on Inclusion of Students with Disabilities in Nursing Educational Programs is available on the American Association of Colleges of Nursing (AACN) website. This paper also presents a new model of technical standards inclusive of all students with and without disabilities
White Paper on Inclusion of Students with Disabilities in Nursing Educational Programs
for the California Committee on Employment of People with Disabilities (CCEPD)
Nurses are challenged to fill the new and expanded roles for a health care system designed to improve the quality of health care. Despite the unique perspective and set of skills that students and health professionals with disabilities have to address many of these challenges, people with disabilities are often effectively excluded from the nursing profession. The purposes of this white paper are to 1) frame the issues that prevent applicants with disabilities from entering nursing education and the nursing profession and 2) propose the changes necessary to engage the potential of people with disabilities to enhance nursing leadership and innovation necessary to transform health care. Major barriers include the following: 1) outmoded admission standards that deter applicants with disabilities; 2) misconceptions about the capacity of students with disabilities to function effectively in the clinical components of nursing education; and, 3) lack of a comprehensive understanding of issues related to patient safety. This paper begins with an historical overview of the journey toward the acceptance of nurses with disabilities, including civil rights legislation, judicial rulings with reference to specific landmark cases, and the development of current technical and educational standards. The paper also presents a new model of technical standards inclusive of all students with and without disabilities, along with recommendations supportive of students with disabilities in admission, matriculation and graduation from nursing programs.
Marks, B & Ailey, S. A. (2014) White Paper on Inclusion of Students with Disabilities in Nursing Educational Programs. Sacramento, CA: California Committee on Employment of People with Disabilities (CCEPD).
Medical Provider Fired Employee with a Disability, Federal Agency Charges
DETROIT – Muskegon Family Care, a medical services provider located in Muskegon, Heights, MI, violated federal law by firing an employee due to a disability, the U.S. Equal Employment Opportunity Commission (EEOC) alleged in a lawsuit filed today.
According to EEOC’s suit, Avis Lane worked for Muskegon Family Care as an outreach enrollment coordinator for over a month when it fired her based on information obtained during her pre-employment physical.
Firing an employee due to a disability violates the Americans with Disabilities Act of 1990 (ADA). EEOC filed a lawsuit in U.S. District Court for the Western District of Michigan (EEOC v. M.G.H. Family Health Center d/b/a Muskegon Family Care, Civil Case No.: 1:15-CV-00952) after first attempting to reach a pre-litigation settlement through its conciliation process. EEOC’s lawsuit seeks back pay, compensatory damages, punitive damages, and injunctive relief — including a court order prohibiting Muskegon Family Care from firing disabled employees in the future.
“Firing a qualified employee, who successfully performed the job for over a month, based on information obtained during a physical violates the ADA,” said Laurie Young, regional attorney for EEOC’s Indianapolis District. “Employers cannot use recommendations from a third-party health examiner without determining for itself whether the employee can actually do the job.”
EEOC enforces federal laws prohibiting employment discrimination. Further information about EEOC is available on its web site at www.eeoc.gov.
Supporting Nurses and Nursing Students with Disabilities
Neal-Boylan, Leslie PhD, RN, APRN, CRRN, FAAN; Marks, Beth PhD, RN; McCulloh, Karen J. BSN, RN
AJN, American Journal of Nursing:
October 2015 – Volume 115 – Issue 10 – p 11
Federal agencies and nursing organizations say it’s high time to put aside preconceptions.
Nursing students and nurses with disabilities face discrimination and bias both in schools of nursing and in the workplace. This can be overt or subtle and can take many forms. In March 2014, nurses spoke up on behalf of, and with, nurses with disabilities at a policy roundtable in Washington, DC, cosponsored by the National Organization of Nurses with Disabilities (NOND) and the Department of Labor, Office of Disability Employment Policy. Representatives from several federal agencies and national nursing organizations attended the meeting, where a plan of action was developed through the collaboration of federal agencies, nursing and disability rights organizations, nurse educators, researchers, clinicians, and nurses with disabilities.