Students as Advocates for the Integration of Disability Curricula in Medical Education.

Abstract

To the Editor: People with disabilities (PWD) constitute the United States’ largest minority at approximately 12%–30% of the population. 1 PWD are recognized as important consumers of health care, but also as a health disparity demographic experiencing significant barriers. 1 Despite this, only a fraction of medical schools report curricula on disability, and research demonstrates strong bias among physicians. 2,3 Given the current lack of requirements or guidelines on disability training for physicians from governing bodies in medicine, we believe that trainees should advocate for disability inclusion and representation in medical education. As medical students working toward change at our institution, we recommend the following actionable steps: Engage with the local disability community to gain an understanding of the social determinants of health for PWD, as well as identify programs and resources that improve their autonomy and quality of life. At our institution, we collaborated with disability activists and faculty to develop and teach 4 classes on disability issues in health care for preclinical students. Establish a group for students with disabilities and their allies to engender solidarity and recognize disability as an identity deserving of respect and appreciation. Our group stays active both locally and nationally through service, outreach, and political advocacy. Advocate for recruitment of patient instructors with disabilities to provide formal exposure to PWD and dismantle bias. Inclusion of PWD as teachers educates students on the expertise they have about their disabilities and lives. We have pushed for inclusion of PWD in our training on diversity, cultural sensitivity, and clinical skills. Understanding disability history and perspectives will better prepare future physicians to rectify and prevent health inequities experienced by PWD. Trainees as agents of change have the potential to transform medical education to support the needs of PWD in their communities and society at large. Acknowledgments: The authors thank Christopher Lunsford, MD, for his mentorship.