Making accommodations for medical students’ long-term conditions in assessments: An action research guided approach

References

• Aquino KC. 2016. A new theoretical approach to postsecondary student disability: disability-diversity (dis) connect model. J Postsecondary Educ Disab. 29(4):317–330.
   Web of Science ®Google Scholar
• Bell E, Bryman A, Harley B. 2018. Business research methods. Oxford: Oxford University Press.
   Google Scholar
• Brown CT. 2019. The value of action research in health education. J Phys Educ Recreat Dance. 90(5):52–55.
   Web of Science ®Google Scholar
• Bruyere SMD. 2019. Technology changes everything: inclusive tech and jobs for a diverse workforce: Pierce Memorial Foundation Report.
   Google Scholar
• Carter JM, Markham N. 2001. Disability discrimination: the UK’s act requires health services to remove barriers to access and participation. BMJ. 323(7306):178–179.
   PubMed Web of Science ®Google Scholar
• Cook V, Griffin A, Hayden S, Hinson J, Raven P. 2012. Supporting students with disability and health issues: lowering the social barriers. Med Educ. 46(6):564–574.
   PubMed Web of Science ®Google Scholar
• Eickmeyer SM, Do KD, Kirschner KL, Curry RH. 2012. North American medical schools’ experience with and approaches to the needs of students with physical and sensory disabilities. Acad Med. 87(5):567–573.
   PubMed Web of Science ®Google Scholar
• Fichten C, Olenik-Shemesh D, Asuncion J, Jorgensen M, Colwell C. 2020. Higher education, information and communication technologies and students with disabilities: an overview of the current situation. In: Searle J, editor. Improving accessible digital practices in higher education. Cham (Switzerland): Palgrave Pivot; p. 21–44.
   Google Scholar
• Helms LB, Weiler K. 1993. Disability discrimination in nursing education: an evaluation of legislation and litigation. J Prof Nurs. 9(6):358–366.
   PubMedGoogle Scholar
• Lindsay S, Cagliostro E, Carafa G. 2018a. A systematic review of barriers and facilitators of disability disclosure and accommodations for youth in post-secondary education. Int J Disab Dev Educ. 65(5):526–556.
   Web of Science ®Google Scholar
• Lindsay S, Cagliostro E, Carafa G. 2018b. A systematic review of workplace disclosure and accommodation requests among youth and young adults with disabilities. Disabil Rehabil. 40(25):2971–2986.
   PubMed Web of Science ®Google Scholar
• McKee M, Case B, Fausone M, Zazove P, Ouellette A, Fetters MD. 2016. Medical schools’ willingness to accommodate medical students with sensory and physical disabilities: ethical foundations of a functional challenge to “organic” technical standards. AMA J Ethics. 18(10):993–1002.
   PubMedGoogle Scholar
• McNaught K. 2013. The potential impacts of ‘inherent requirements’ and ‘mandatory professional reporting’ on students, particularly those with mental health concerns, registering with University Disability Support/Equity Services. J Aust NZ Stud Serv Assoc. 42(42):25–30.
   Google Scholar
• Meeks LM, Bisagno J, Jain N, Herzer K. 2015. Support students with disabilities in medicine and health care programs. Disab Compl High Educ. 21(3):1–5.
   Google Scholar
• Meeks LM, Herzer K, Jain NR. 2018. Removing barriers and facilitating access: increasing the number of physicians with disabilities. Acad Med. 93(4):540–543.
   PubMed Web of Science ®Google Scholar
• Meeks LM, Herzer KR. 2016. Prevalence of self-disclosed disability among medical students in US allopathic medical schools. JAMA. 316(21):2271–2272.
   PubMed Web of Science ®Google Scholar
• Moore-West M, Heath D. 1982. The physically handicapped student in medical school: a preliminary study. J Med Educ. 57(12):918–921.
   PubMedGoogle Scholar
• Moutsiakis D, Polisoto T. 2010. Reassessing physical disability among graduating US medical students. Am J Phys Med Rehabil. 89(11):923–930.
   PubMed Web of Science ®Google Scholar
• Newsham KR. 2008. Disability law and health care education. J Allied Health. 37(2):110–115.
   PubMedGoogle Scholar
• New Zealand Legislation. 2003. Health Practitioners Competence Assurance Act. http://www.legislation.govt.nz.
   Google Scholar
• Parker M. 2014. Unreasonable adjustments: medical education, mental disorder, disability discrimination and public safety. J Law Med. 22(1):31–53.
   PubMedGoogle Scholar
• Reichgott MJ. 1998. The disabled student as undifferentiated graduate: a medical school challenge. JAMA. 279(1):79–79.
   PubMedGoogle Scholar
• Rosebraugh CJ. 2000. Learning disabilities and medical schools. Med Educ. 34(12):994–1000.
   PubMed Web of Science ®Google Scholar
• Sandars J, Singh G, McPherson M. 2012. Are we missing the potential of action research for transformative change in medical education? Educ Prim Care. 23(4):239–241.
   PubMedGoogle Scholar
• Somekh B, Zeichner K. 2009. Action research for educational reform: remodelling action research theories and practices in local contexts. Educ Action Res. 17(1):5–21.
   Google Scholar
• Stiens S. 1987. The physically disabled medical student. Int Disabil Stud. 9(3):140–141.
   PubMedGoogle Scholar
• Takakuwa KM. 1998. Coping with a learning disability in medical school. JAMA. 279(1):81–81.
   PubMedGoogle Scholar
• Thapliyal M, Ahuja NJ. 2021. Underpinning implications of instructional strategies on assistive technology for learning disability: a meta-synthesis review. Disabil Rehabil Assist Technol. 2021:1–9.
   Web of Science ®Google Scholar
• Thomas SB. 2000. College students and disability law. J Spec Educ. 33(4):248–257.
   Web of Science ®Google Scholar
• Tweed M, Wilkinson T. 2017. Medical students requesting alternative arrangements and/or special consideraitons for assessments. ANZAHPE Conference; Adelaide.
   Google Scholar
• Walters JA, Croen LG. 1993. An approach to meeting the needs of medical students with learning disabilities. Teach Learn Med. 5(1):29–35.
   Google Scholar
• Wu SS, Tsang P, Wainapel SF. 1996. Physical disability among american medical students. Am J Phys Med Rehabil. 75(3):183–187.
   PubMed Web of Science ®Google Scholar