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Reasonable accommodations for medical faculty with disabilities.

Annie G Steinberg1, Lisa I Iezzoni, Alicia Conill

  • 1Department of Psychiatry, University of Pennsylvania School of Medicine, Philadelphia, USA. drannie@mail.med.upenn.edu

JAMA
|December 27, 2002

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View abstract on PubMed

Summary
This summary is machine-generated.

Related Concept Videos

  • Education
  • Specialist Studies In Education
  • Special Education And Disability
  • Reasonable Accommodations For Medical Faculty With Disabilities.

    • Many medical school faculty with disabilities face challenges due to inadequate institutional support and policies. Enhancing accommodations is crucial for faculty inclusion and leveraging their unique insights in medical education and research.

    Area of Science:

    • Medical Education
    • Disability Studies
    • Academic Medicine

    Background:

    • A significant, yet unquantified, number of medical school faculty members have disabilities.
    • Existing institutional policies often prioritize leaves of absence over explicit accommodations for teaching, research, and clinical duties.

    Purpose of the Study:

    • To discuss and explore strategies for accommodating active medical school faculty with disabilities.
    • To highlight initiatives at the University of Pennsylvania School of Medicine concerning faculty with sensory and physical disabilities.

    Main Methods:

    • Review of existing literature and institutional policies regarding faculty disability.
    • Analysis of anecdotal reports and experiences of faculty with disabilities.
    • Examination of specific accommodation strategies implemented or proposed.

    Main Results:

    • Many faculty with disabilities fear reprisal and hesitate to request accommodations mandated by the Americans with Disabilities Act (ADA).
    • Inconsistent enforcement of ADA requirements and physical access issues indicate a limited institutional commitment to disabled faculty.
    • Effective accommodations may include flexible promotion timelines, modified travel requirements, improved physical accessibility, and adjusted schedules.

    Conclusions:

    • Faculty with disabilities contribute equally to medical schools and offer valuable perspectives on chronic illness and impairment.
    • Medical institutions must improve explicit policies and enforcement of accommodations to fully support faculty with disabilities.

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