Encouraging workforce diversity- supporting medical students with mobility and sensory disabilities.

Autor:	Sonn T; Department of Obstetrics and Gynecology, Washington University, St. Louis, MO, USA., Fleming AF; Department of Obstetrics and Gynecology, Michigan State University College of Osteopathic Medicine, Farmington Hills, MI, USA., Bharghava R; Department of Obstetrics and Gynecology, University of Saskatchewan, Regina, Canada., Cox S; Department of Obstetrics and Gynecology, University of Texas Tyler School of Medicine, Tyler, TX, USA., Everett EN; Department of Obstetrics, Gynecology, and Reproductive Sciences Larner College of Medicine, University of Vermont, Burlington, VT, USA., Graziano SC; Department of Obstetrics and Gynecology, Loyola University Chicago Stritch School of Medicine, Maywood, IL, USA., Morgan HK; Department of Obstetrics and Gynecology, University of Michigan, Ann Arbor, MI, USA., Madani Sims S; Department of Obstetrics and Gynecology, University of Florida College of Medicine, Gainesville, FL, USA., Morosky C; Department of Obstetrics and Gynecology, University of Connecticut School of Medicine, Farmington, CT, USA., Royce CS; Department of Obstetrics and Gynecology, Beth Israel Deaconess Medical Center, Department of Obstetrics, Gynecology and Reproductive Biology, Harvard Medical School, Boston, MA, USA., Sutton J; Department of Obstetrics and Gynecology, ECU Brody School of Medicine, ECU Health, Greenville, NC, USA., Baecher-Lind L; Department of Obstetrics and Gynecology, Tufts University School of Medicine, Boston, MA, USA.
Jazyk:	angličtina
Zdroj:	Disability and rehabilitation [Disabil Rehabil] 2024 May; Vol. 46 (9), pp. 1916-1920. Date of Electronic Publication: 2023 Apr 19.
DOI:	10.1080/09638288.2023.2201511
Abstrakt:	Purpose: This article is prepared by the Association of Professors of Gynecology and Obstetrics Undergraduate Medical Education Committee and provides educators recommendations for optimizing inclusive education for our students with disabilities. Medical educators are increasingly encountering students with disabilities and have the responsibility of ensuring requirements are met. Method: Medical education committee members from the US and Canada reviewed the literature on disabilities in medical student education to identify best practices and key discussion points. An iterative review process was used to determine the contents of an informative paper. Results: Medical schools are required to develop technical standards for admission, retention, and graduation of their students to practice medicine safely and effectively with reasonable accommodation. A review of the literature and obstetrics and gynecology expert opinion formed a practical list of accommodation strategies and administrative steps to assist educators and students. Conclusion: Medical schools must support the inclusion of students with disabilities. We recommend a collaborative approach to the interactive process of determining reasonable and effective accommodations that includes the students, a disability resource professional and faculty as needed. Recruiting and supporting medical students with a disability strengthens the diversity commitment and creates a more inclusive workforce.
Databáze:	MEDLINE
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