Standardized Language for Clinical Accommodations in U.S. Undergraduate Medical Training: Results From a National...

Area of Science:

• Medical Education
• Disability Studies
• Health Equity

Background:

• Barriers exist for disabled learners in medical education due to inconsistent clinical accommodation guidance.
• Lack of standardized language and institutional expertise hinders full participation and creates inequities.

Purpose of the Study:

• To establish consensus-based, standardized language for clinical accommodations.
• To improve clarity, consistency, and accessibility for disabled learners in U.S. medical schools.

Main Methods:

• A modified Delphi approach involving disability resource professionals, disability inclusion experts, and medical students with disabilities.
• Four rounds of consensus-building on a refined list of 75 accommodations across six domains.
• Consensus defined as 80% agreement on accommodation language.

Main Results:

• Initial rounds showed low consensus, requiring revisions and refinement of accommodation language.
• Consensus was achieved for 75 vetted clinical accommodations after four Delphi rounds.
• A standardized list of clinical accommodations was successfully established.

Conclusions:

• A consensus-based list of 75 clinical accommodations with standardized language was produced.
• This initiative aims to promote equity and accessibility in medical education for disabled learners.
• Future research should focus on implementation, expansion to DO schools, and impact evaluation.