Promoting Disability Inclusion Through an Expanded Conceptual Framework of the Learning Environment
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View abstract on PubMed
Summary
This summary is machine-generated.Medical students with disabilities (MSWD) face systemic barriers in medical education. A new framework enhances the learning environment (LE) to promote disability equity, inclusion, and belonging for all learners.
Area Of Science
- Medical Education
- Disability Studies
- Health Professions Education
Background
- Inclusion of people with disabilities is crucial for a diverse physician workforce.
- Medical students with disabilities (MSWD) encounter significant challenges in medical schools due to discrimination and lack of support.
- Existing frameworks for the learning environment (LE) need expansion to address these disparities.
Purpose Of The Study
- To present an updated conceptual framework of the LE that incorporates societal influences.
- To provide a systematic approach for assessing and improving the educational climate for MSWD.
- To guide the design, implementation, and evaluation of initiatives promoting disability equity and inclusion.
Main Methods
- Expanded Gruppen and colleagues' LE framework to include societal components.
- Conceptualized the LE with material (physical, virtual) and psychosocial (personal, social, organizational, societal) dimensions.
- Proposed a systems-oriented approach for iterative assessment and intervention.
Main Results
- The updated LE framework comprises 6 components influencing student opportunities and outcomes.
- This framework enables detailed assessment of the educational climate and identification of improvement areas.
- Interventions can be strategically developed to address various LE domains for enhanced equity.
Conclusions
- The proposed LE framework offers a comprehensive approach to fostering disability equity and inclusion in medical schools.
- It supports the creation of inclusive environments that enhance the success of all medical students.
- This systems-oriented model is applicable across diverse institutional contexts for accessibility initiatives.
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