Disabled graduate-entry medical student experience
Simon Tso1,2
1Warwick Medical School, University of Warwick, Coventry, UK.
The Clinical Teacher
|April 25, 2017
Summary
Disabled medical students face challenges disclosing their disability due to confidentiality and career concerns. They navigate issues like fitness to practice and employability, but can empathize with patients.
Area of Science:
- Medical Education
- Disability Studies
- Graduate Studies
Background:
- Explores experiences of disabled students in graduate-entry medicine programs.
- Focuses on disability disclosure and challenges faced during medical training.
Purpose of the Study:
- To understand the complexities of disability disclosure for medical students.
- To identify challenges encountered by disabled students in graduate-entry medicine programs.
Main Methods:
- Semi-structured interviews with eight disabled graduate-entry medical students.
- Thematic analysis of transcribed interview data.
Main Results:
- Reluctance to disclose disability linked to confidentiality, career impact, and perceived functional ability.
- Challenges include fitness to practice concerns, employability, repeated disclosure, and obtaining reasonable adjustments.
- Students view their experiences as enhancing empathy and patient understanding.
Conclusions:
- Medical schools should consider undiagnosed disabilities in academic underperformance.
- Open dialogue is crucial for managing disability information and student support.
- Disabled medical students can offer unique perspectives and empathic skills.
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