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Nothing About Us Without Us: Improving Representation of Disability in Medical School Curriculum Through Explicit
John Waters1, Charles Siegel, David O'Connell
1From the Sidney Kimmel Medical College, Thomas Jefferson University, Philadelphia, Pennsylvania (JW, CS, DO, JS, MM, DZ, NA).
Summary
Medical schools need better disability education. A taskforce involving community partners revised curricula to improve care and advocacy for patients with disabilities, with six recommendations implemented.
Area of Science:
- Medical Education
- Disability Studies
- Healthcare Advocacy
Background:
- Medical school curricula often lack comprehensive training for patient care and advocacy for individuals with disabilities.
- This deficiency hinders healthcare professionals' ability to provide equitable and effective services.
- Addressing this gap is crucial for improving health outcomes and patient experiences.
Purpose of the Study:
- To evaluate and enhance the representation and quality of disability education within an undergraduate medical curriculum.
- To incorporate community perspectives into medical education reform for disability competency.
- To develop actionable recommendations for curricular revision based on stakeholder input.
Main Methods:
- Formation of a faculty-student taskforce to assess existing disability content in the medical curriculum.
- Collaboration with five community members and disability advocates to identify key educational needs.
- Development of nine recommendations for curricular revision based on community partner feedback.
Main Results:
- Six out of nine proposed recommendations for curricular revision were accepted and are being implemented.
- The revised curriculum will be integrated for the graduating class of 2026 and subsequent classes.
- The process established a model for community-engaged curriculum development.
Conclusions:
- Medical schools can improve disability education by actively involving individuals with disabilities and advocates.
- Curricular reform, guided by community input, is essential for preparing physicians to serve diverse patient populations.
- This collaborative approach fosters a more inclusive and responsive medical education system.
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