Promoting Disability Inclusion Through an Expanded Conceptual Framework of the Learning Environment.

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.