Beyond Technical Standards: A Competency-Based Framework for Access and Inclusion in Medical Education

Area of Science:

• Medical Education
• Disability Studies
• Health Equity

Background:

• Efforts to include individuals with disabilities in health professions are increasing.
• Existing technical standards in U.S. medical schools, largely unchanged since 1979, contain biases hindering admission, promotion, and graduation of disabled students.
• These standards conflict with disability rights legislation and diversity, equity, and inclusion (DEI) goals in medicine.

Purpose of the Study:

• To advocate for replacing outdated technical standards in medical schools.
• To propose an alternative approach focusing on demonstrable skills and merits.
• To align medical education with contemporary medical practices and societal values of equity and social justice.

Main Methods:

• Analysis of historical and current technical standards in U.S. medical schools.
• Review of disability civil rights legislation and DEI initiatives.
• Examination of competency-based education models.

Main Results:

• Prevailing technical standards are rooted in an outdated framework from 1979.
• These standards create barriers for qualified disabled applicants.
• Current medical education practices and DEI goals necessitate a revised approach.

Conclusions:

• The construct of technical standards requires replacement with a more equitable and relevant assessment model.
• Assessing demonstrable skills and merits is crucial for inclusive medical education.
• Competency-based education offers a framework to reconceptualize medical abilities and promote the inclusion of physicians with disabilities.