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Wellness as a physician competency in medical education may help support trainees but risks stigmatizing learners with disabilities. A universal design approach is proposed to ensure inclusivity and remove barriers for all medical students.

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Area of Science:

  • Medical Education
  • Physician Health
  • Competency-Based Education

Background:

  • Growing emphasis on physician wellness and health in medical training.
  • Wellness is increasingly proposed as a core competency for physicians.
  • Existing definitions of wellness and competency in medical education lack standardization.

Purpose of the Study:

  • To review the historical development of "wellness as a competency" in U.S. and Canadian residency programs and medical schools.
  • To analyze the implications of operationalizing wellness as a physician competency.
  • To examine the potential impact on medical learners, particularly those with disabilities.

Main Methods:

  • Literature review of discourses on wellness and competence in medical education.
  • Analysis of the potential effects of defining wellness as a competency on curricula, admissions, evaluation, and licensure.
  • Examination of how dominant conceptions of wellness may affect trainees with disabilities.

Main Results:

  • Operationalizing wellness as a competency has significant implications for medical training structures and processes.
  • Learners with disabilities may face stigmatization or exclusion if they do not conform to dominant wellness definitions.
  • There is a risk that framing wellness as a competency could unintentionally exclude certain medical learners.

Conclusions:

  • While wellness as a competency can legitimize support-seeking and prioritize physician health, it may also inadvertently create barriers.
  • A universal design approach is recommended to address wellness at a systems level.
  • Removing barriers to wellness for all medical learners is crucial for an inclusive profession.