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Learning Disabilities

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
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The Performance and Trajectory of Medical Students With Disabilities: Results From a Multisite, Multicohort Study.

Lisa M Meeks¹, Melissa Plegue², Bonnielin K Swenor³

¹L.M. Meeks is adjunct assistant professor of family medicine, University of Michigan Medical School, Ann Arbor, Michigan, and researcher, Center for a Diverse Healthcare Workforce, UC Davis School of Medicine, Sacramento, California; ORCID: https://orcid.org/0000-0002-3647-3657 .

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|November 24, 2021

Summary

Medical students with disabilities (SWDs) face challenges, particularly those with cognitive/learning disabilities. Accommodations can help mitigate these barriers for improved performance in medical school.

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Area of Science:

Medical Education
Disability Studies
Health Professions Education

Background:

The Americans with Disabilities Act Amendments Act of 2008 aimed to improve accessibility for individuals with disabilities.
Understanding the performance and trajectory of medical students with disabilities (SWDs) is crucial for inclusive medical education.

Purpose of the Study:

To assess the performance and progression of SWDs in medical school post-ADA Amendments Act.
The Pathways Project longitudinally studied SWDs across multiple US medical schools.

Main Methods:

A matched cohort study compared 171 SWDs with 341 controls from 11 US medical schools.
Data included USMLE Step 1 and Step 2 CK scores, graduation time, and residency match rates.
Students were matched based on institution, cohort, MCAT score, and gender.

Main Results:

SWDs with physical/sensory disabilities showed comparable outcomes to controls.
SWDs with cognitive/learning disabilities had lower Step 1 scores and graduation/match rates.
Accommodations were associated with a trend towards higher Step 1 scores for SWDs.

Conclusions:

Structural barriers persist for SWDs, especially those with cognitive/learning disabilities.
Accommodations on high-stakes examinations may help mitigate performance disparities.
Further research is needed to optimize support for SWDs in medical training.