Policies as barriers for disabled medical learners: exploratory study of learners’ perspectives

Abstract

Disabled medical learners have unique accommodation needs, given their diverse and changing learning environments and direct contact with patient-care. However, there are very limited policies and resources available in Canada to inform medical learners and educators about what accommodations are available to them, and little is known about the usefulness of existing policies. This study explored the perspectives of disabled medical learners on existing policies in medical schools. We conducted interviews with eight disabled medical learners, focusing on their experiences with their institutions’ disability-related policies. Interviews were thematically analyzed. The analysis demonstrated that there are gaps in services for medical learners. Participants did not feel that pre-existing policies were helpful in addressing the existing barriers. In addition, participants felt that the responsibility for navigating the system falls primarily on them. This study addresses some needed changes to create more inclusive environments in medical education.

Points of interest

• Disabled medical learners have unique accommodation needs.

• In Canada there are limited policies and resources available to inform medical learners and educators about what accommodations are available.

• This study focuses on what disabled medical learners think about existing policies in medical schools.

• Services and procedures for supporting disabled learners are complex and inconsistent.

• The support system and attitudinal barriers are challenging to navigate.

• Negative perceptions of disability in medicine are persistent.

• Attitudinal changes, simplified services and procedures, and an inclusive learning environment can improve the experiences of disabled medical learners.

Keywords:

• Health professions education
• accommodations
• policies
• students
• inclusion

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This research was supported by an Equity Enhancement Fund grant from the Equity office at the University of British Columbia. This research was supported by a Summer Student Research Program grant to the author Julia Tikhonova from the University of British Columbia – Faculty of Medicine.