Core Competencies for Students Entering Medical School: Reaching Pan-Canadian Consensus for Inclusive and Accessible...

Area of Science:

• Medical Education
• Disability Studies
• Health Policy

Background:

• Current Canadian technical standards for medical school admissions pose barriers for disabled learners.
• Existing standards fail to incorporate advances in assistive technology, universal design, and legal protections.
• Traditional consensus-building methods for disability inclusion risk perpetuating ableism in medical education.

Purpose of the Study:

• To develop a novel, inclusive approach to revising technical standards for medical school admissions.
• To address ableism and barriers faced by disabled individuals in Canadian medical education.

Main Methods:

• The Association of Faculties of Medicine of Canada (AFMC) formed a working group utilizing a consensus approach grounded in disability inclusion and critical disability discourse.
• Key stages included literature review, legal examination, drafting functional core competencies, and broad consultation with stakeholders.
• Emphasis was placed on transparency, accessibility, and respecting disability as diversity.

Main Results:

• The AFMC Board unanimously endorsed the "Report on Re-Envisioning Technical Standards," including "Desired Outcomes" and "Core Competencies for Entering Medical Students."
• The adoption of functional core competencies represents a significant advancement for disability inclusion in Canadian undergraduate medical education.

Conclusions:

• Canadian medical schools should adopt the new functional core competencies to enhance inclusion and support for learners with disabilities.
• Implementing universal design and combating ableism are crucial for equitable access.
• Ongoing evaluation of inclusion efforts is necessary for social accountability.