Dismantling Barriers in the Medical Curriculum for Learners With Hearing Loss: A Case Study

Despite the Americans with Disabilities Act (ADA), deaf and hard of hearing (DHH) individuals remain underrepresented in medical education due to the lack of adequate support systems in many institutions. This case study, authored by a DHH student and basic science faculty who worked closely with her, documents the comprehensive support strategies implemented to assist a learner in overcoming challenges related to her hearing loss throughout her undergraduate medical education. The student matriculated at the Indiana University School of Medicine-Fort Wayne in August 2021 and graduated in May 2025.The student, who has severe hearing loss in one ear and profound loss in the other, successfully navigated barriers, including poor acoustics, overlapping communications, background noise, and the need for clear visual cues. To interact in different educational environments, including classrooms and patient care rooms, she utilized a combination of oral communication, lip-reading, a Bluetooth-enabled hearing aid, and a cochlear implant. The student also employed key adaptive strategies, including speech-to-text services, assistive devices such as amplifying stethoscopes, strategic positioning to optimize acoustics, and the "teach-back" strategy.This case study offers a comprehensive review of accommodations for a DHH medical student across both didactic and clinical curricula. The authors provide valuable insights for educators aiming to support DHH students by detailing the successful integration of tailored and proactive accommodations. Their experience underscores the importance of creating an equitable and accessible environment, paving the way for a more diverse physician workforce, and enhancing healthcare for the DHH community. The student's successful completion of the program and subsequent residency match underscores the potential for DHH individuals to thrive in medical education with appropriate support.