Di Huang, MBBS
Graduate Student in MPH
Bloomberg school of Public Health, Johns Hopkins University
baltimore, Maryland, United States
justin sydloski, n/a
Medical Student
Johns Hopkins University
Baltimore, Maryland, United States
Gabrielle E. Milner, MD
Physician / Dr
Mount Sinai Hospital
New York, New York, United States
Emily Xiao, MD
Physician / Dr
Baylor College of Medicine
Houston, Texas, United States
Liz Bowen, PhD
Assistant Professor of Bioethics and Humanities
SUNY Upstate Medical University
New York, New York, United States
.jpg "Stephanie Van, MD (she/her/hers) photo")
Stephanie Van, MD (she/her/hers)
Assistant Professor of Physical Medicine and Rehabilitation
Johns Hopkins University School of Medicine.
Bethesda, Maryland, United States
Ableism is the set of beliefs and practices that devalue and discriminate against people with physical, sensory, intellectual, and psychiatric disabilities, and is pervasive throughout our healthcare culture. The inaccessibility of our medical and healthcare education system is well-documented by scholars working in the area of disability in medicine and medical training.
The primary research objective of this study is to identify and analyze the systemic barriers that prevent access to medical education for trainees with disabilities, and to propose effective strategies for enhancing accessibility and inclusivity in medical training environments.
A systematic review of peer-reviewed articles, disability legislation, and firsthand accounts from medical trainees with disabilities was conducted. Studies were selected based on their relevance to barriers to and facilitators of medical education accessibility from 1990 to 2023. A PRISMA flow diagram represents our comprehensive evaluation of the literature.
Our review highlights significant, long-standing systemic barriers that persist despite the implementation of the Americans with Disabilities Act (ADA) in 1990. These include ableist cultural attitudes within medical education, insufficient institutional support for disability services, and inadequate training for faculty on disability accommodations. Notable findings include a lack of proactive recruitment of and support for trainees with disabilities, leading to underrepresentation and inequitable educational experiences. Practical barriers such as inaccessible physical environments and unsupportive learning cultures further alienate disabled trainees.
Systematic change is needed to promote a culture of inclusivity and awareness through training programs for faculty and administrators. Improved integration of accessibility into medical curricula, standardization of and transparent accommodation processes, and expanded support systems for disabled trainees can foster a more welcoming environment for current and future trainees with disabilities. Employment of such strategies can not only enhance access for individuals with disabilities but also enrich the medical profession by incorporating diverse perspectives into healthcare practices.
