Docs With Disabilities

Series Description

Disclosure is a three-part podcast series from the Docs with Disabilities Podcast that examines one of the most personal and consequential decisions disabled healthcare providers make: whether, when, and how to disclose a disability. Through the voices of medical students, residents, practicing physicians, psychologists, nurses, researchers, legal scholars, and disability advocates, the series explores disclosure as an ongoing process shaped by identity, institutional culture, ableism, and power. Blending lived experience with research and policy, the series challenges assumptions about disability in healthcare while illuminating pathways toward more inclusive learning, training, and practice environments.

Why does disability disclosure feel so difficult—and for many, unsafe—in healthcare? In the second episode of the Disclosure series, we move beyond individual disclosure decisions to examine the culture of medicine itself. Through the perspectives of physicians, researchers, allied health professionals, disability scholars, and trainees, this episode explores how the hidden curriculum, stigma, institutional practices, and everyday interactions shape whether disabled healthcare professionals feel they belong. Contributors reflect on the burdens of seeking accommodations, the impact of ableist assumptions, the complexities of partial disclosure, and the ways colleagues, mentors, and institutional norms influence identity safety. Together, these stories reveal that disclosure is never simply an individual choice—it is a reflection of the culture in which it occurs and a catalyst for reimagining a more inclusive future for healthcare.

Transcript: https://docs.google.com/document/d/103BYwMaTCBRYJB7IZU3UHfp6zMPIvBVF/edit?usp=share_link&ouid=104315301750264632478&rtpof=true&sd=true

Developer, Writer, Executive Producer: Sofia Schlozman

Co-Producers: Rylee Betchkal and Lisa Meeks

Co-Producer, Sound Selection and Editing: Gabe Abrams

Sound Production: Next Day Podcast

Digital Media: Katie Sullivan

Anderson, H. L. K., Konopasky, A. W., Bullock, J. L., Meeks, L. M., & Jain, N. R. (2025). The Call is Coming from Inside the House: Racism and Ableism in US Medical Education. Teaching and Learning in Medicine, 0(0), 1–19. https://doi.org/10.1080/10401334.2025.2581621

Evans, H. D. (2017). Un/covering: Making Disability Identity Legible. Disability Studies Quarterly, 37(1). https://doi.org/10.18061/dsq.v37i1.5556

Jain, N. R. (2020). Political disclosure: Resisting ableism in medical education. Disability & Society, 35(3), 389–412. https://doi.org/10.1080/09687599.2019.1647149

Graduation Questionnaire (GQ). (n.d.). AAMC. Retrieved July 6, 2026, from https://www.aamc.org/data-reports/students-residents/report/graduation-questionnaire-gq

Stergiopoulos E, Fernando O, Martimianakis MA. "Being on Both Sides": Canadian Medical Students' Experiences With Disability, the Hidden Curriculum, and Professional Identity Construction Academic Medicine. 2018;93(10):1550-1559. doi:10.1097/ACM.0000000000002300.

Pereira-Lima K, Meeks LM, Ross KET, et al. Barriers to Disclosure of Disability and Request for Accommodations Among First-Year Resident Physicians in the US. JAMA Netw Open.2023;6(5):e239981. doi:10.1001/jamanetworkopen.2023.9981

Series Description

Disclosure is a three-part podcast series from the Docs with Disabilities Podcast that examines one of the most personal and consequential decisions disabled healthcare providers make: whether, when, and how to disclose a disability. Through the voices of medical students, residents, practicing physicians, psychologists, nurses, researchers, legal scholars, and disability advocates, the series explores disclosure as an ongoing process shaped by identity, institutional culture, ableism, and power. Blending lived experience with research and policy, the series challenges assumptions about disability in healthcare while illuminating pathways toward more inclusive learning, training, and practice environments.

Part 1: The Decision to Disclose

What does it really mean to disclose a disability in healthcare? In the first episode of the Disclosure series, healthcare providers across the continuum—from students and trainees to practicing clinicians—share the personal, professional, and institutional factors that shape disclosure decisions. Drawing on stories from medical students, residents, physicians, researchers, disability scholars, and legal experts, the episode explores disclosure as more than a pathway to accommodations—it can be an act of identity, advocacy, community-building, and resistance. At the same time, contributors examine the risks of stigma, discrimination, and institutional betrayal that continue to make disclosure a deeply complex and often uncertain decision.

Transcript: https://docs.google.com/document/d/1IWxZcow_B9hSIGpvozadJ5pov4-Qmq97/edit?usp=share_link&ouid=104315301750264632478&rtpof=true&sd=true

Keywords:

Production Team:

Developer, Writer, Executive Producer: Sofia Schozman

Co Producers: Rylee Betchkal and Lisa Meeks

Co-Producer, Sound Selection and Editing: Gabe Abrams

Sound Production: Next Day Podcast

Digital Media: Katie Sullivan

Citations:

Anderson, H. L. K., Konopasky, A. W., Bullock, J. L., Meeks, L. M., & Jain, N. R. (2025). The Call is Coming from Inside the House: Racism and Ableism in US Medical Education. Teaching and Learning in Medicine, 0(0), 1–19. https://doi.org/10.1080/10401334.2025.2581621

Evans, H. D. (2017). Un/covering: Making Disability Identity Legible. Disability Studies Quarterly, 37(1). https://doi.org/10.18061/dsq.v37i1.5556

Jain, N. R. (2020). Political disclosure: Resisting ableism in medical education. Disability & Society, 35(3), 389–412. https://doi.org/10.1080/09687599.2019.1647149

Graduation Questionnaire (GQ). (n.d.). AAMC. Retrieved July 6, 2026, from https://www.aamc.org/data-reports/students-residents/report/graduation-questionnaire-gq

Stergiopoulos E, Fernando O, Martimianakis MA. "Being on Both Sides": Canadian Medical Students' Experiences With Disability, the Hidden Curriculum, and Professional Identity Construction Academic Medicine. 2018;93(10):1550-1559. doi:10.1097/ACM.0000000000002300.

Pereira-Lima K, Meeks LM, Ross KET, et al. Barriers to Disclosure of Disability and Request for Accommodations Among First-Year Resident Physicians in the US. JAMA Netw Open. 2023;6(5):e239981. doi:10.1001/jamanetworkopen.2023.9981

From Evidence to Action: Incorporating Disability Inclusion in Medical Training and Practice (ICAM 2026)

Session Description

The ICAM Series | Recorded Live at the International Congress on Academic Medicine (ICAM)

What does it take to move disability inclusion from research and policy into everyday medical training and practice?

Recorded live at the International Congress on Academic Medicine (ICAM) in Ottawa, Canada, this special episode of the Docs With Disabilities Podcast brings together an extraordinary panel of physician leaders, educators, and advocates working to transform disability inclusion across undergraduate medical education, residency training, and clinical practice.

Together, the panel explores how institutions can move beyond awareness and compliance toward meaningful, sustainable change. Drawing from scholarship, systems leadership, and lived experience, they discuss the realities of accommodation implementation, the importance of centralized and trusted systems, faculty training, universal design, and the role of culture in shaping whether disability inclusion succeeds or stalls.

This conversation asks difficult—but necessary—questions:

How do we create systems that are consistent and humane? How do we support learners and physicians across transitions and career stages? And how do we build medical environments where disability is expected, planned for, and valued?

Rich with practical insight and grounded in real-world experience, this live ICAM session highlights a field at an important turning point—one where we increasingly have the evidence, the tools, and the responsibility to act.

Whether you are a learner, educator, physician, administrator, or institutional leader, this episode offers concrete ideas and inspiration for advancing disability inclusion within your own environment.

Keywords: UGME, PGME, Disability, Learner, Trainee, Medical Education, Policies, Processes, Ableism, Culture, ICAM, AFMC, Docs With Disabilities.

Transcript: https://docs.google.com/document/d/18hNrBcylnDfSuT6hJB-RwFMpIBVzEPY21Qf4y0mU0WY/edit?usp=sharing

Co-Moderators

Lisa Meeks, PhD, MA

Dr. Meeks is a Professor of Medical Education at the University of Illinois College of Medicine in Chicago, IL and holds an appt as an Associate Professor of Family Medicine at the University of Michigan School of Medicine in Ann Arbor, MI. She is the founder of the Docs with Disabilities Initiative and host of the DWDI Podcast.

Lynn Ashdown, MD, MMEd

Lynn Ashdown is a patient experience expert who advocates for patients to be included as stakeholders in all levels of healthcare. She has a medical degree, and was close to finishing her residency in family medicine when she began, and continues to navigate, a complex journey as a full-time patient. She has a masters degree in medical education, and presents, participates in research, and is a senior patient partner consulting with various organizations like the Association of Faculties of Medicine of Canada. She's involved in curriculum reform focusing on patient partnerships and is a disability educator within medicine. Lynn is a disability advocate, drawing from her experiences as a patient and person living with multiple disabilities. She's a board member of the Canadian Association of Physicians with Disabilities and is involved with policy and legislative changes to combat ableism and inequities for people living with disabilities. She co-authored Canada's first position statement on the importance of disability inclusion in medical education, and received the 2024 CMA Dr. Ashok Muzumdar Memorial Award for Physicians with Disabilities.

Pam Liao, MD, MEd, FRCPC

Dr. Liao is the Inaugural Interim Associate Dean Accessibility and Disability Health at the Toronto Metropolitan University School of Medicine. Here, she previously served as the Disability Health Lead and Special Advisor to the Dean at the Toronto Metropolitan University School of Medicine. In her work, she leads efforts to embed critical disability perspectives and anti-ableist practices into medical education. Drawing from her personal experience navigating medical training with a disability, she has dedicated her career to dismantling systemic barriers faced by individuals with disabilities in medicine. Her work includes groundbreaking research—such as the first analysis of accommodations policies in Canadian undergraduate medical programs—and advocacy efforts like the widely recognized "#docswithdisabilities" social media campaign, which brings attention to the underrepresentation of disabled individuals in healthcare and drives meaningful change. She advocated for the establishment of the Association of Faculties of Medicine of Canada (AFMC) Disability Inclusion Network and currently serves as its inaugural Co-Chair. Her advocacy earned her a place on the Board of Directors of the Canadian Association of Physicians with Disabilities, where she continues to serve. Dr. Liao earned her medical degree from the University of British Columbia and completed her residency in Family and Community Medicine and a fellowship in Palliative Medicine at the University of Toronto. She is also an Assistant Professor in the Department of Family and Community Medicine at the University of Toronto and practices clinically in long-term care and rehabilitation settings. Her contributions have been recognized with several honors, including the OMA Section of Palliative Medicine – Award of Excellence.

Jill Rudkowski, MD, FRCPC

Dr. Jill Rudkowski is an Associate Professor of Medicine in Department of Medicine (Critical Care) at McMaster University, Hamilton, Ontario, Canada. She has practised as a critical care physician for over 20 years and is an educator, researcher, and educational leader. She obtained her MD from the University of Calgary. She trained in Internal Medicine, Respirology, and Critical Care at McGill University after which she completed a Post-doctoral Fellowship with Dr. Barrett Rollins at the Dana-Farber Cancer Institute, Harvard University. She served as Head of Service for the Medical Stepdown Unit and then the Intensive Care Unit at St. Joseph's Healthcare Hamilton for over 10 years. Dr. Rudkowski has been involved as a co-investigator on numerous patient-focused clinical studies, and these collaborations focus on improving outcomes for survivors of critical illness and the impact on their caregivers. She has designed and delivered curriculum through sessions and workshops on the concept of team compassion in critical care and its role in effective communication.

Dr. Rudkowski has held several educational leadership roles within the McMaster University DeGroote School of Medicine including the Chair of Clerkship and the Director of Student Advising. She is currently the Postgraduate Medicine (PGME) Accommodation Advisor within Resident Affairs and the PGME Resident Assessment Faculty Lead. Dr. Rudkowski has been involved in writing and implementing policy and guidelines around accessing accommodations as well as designing and delivering curriculum aimed at faculty, learners, and administrators through virtual and in person sessions and workshops. Dr. Rudkowski has had the privilege of collaborating nationally and internationally around disability policy in medical education. She was a member of the Disability Policy Toolkit Committee, Multimedia Resource Hub for Disability Inclusion in Graduate Medical Education on "Learn at ACGME" supported by the 2024 Josiah Macy Jr. Foundation Catalyst Award for Transformation in Graduate Medical Education. Dr. Rudkowski is currently a member of the Association of Faculties of Medicine of Canada Disability Inclusion and Accessibility Network. She lives with a chronic disability and is passionate about ensuring that all medical learners and practitioners with disability experience belonging and accessibility in the clinical learning and practice environments.

Camille Munro MD CCFP (PC)

Dr. Camille Munro is a palliative medicine physician in the Department of Medicine at the Ottawa Hospital and an Assistant Professor at the University of Ottawa. Originally from Chester, Nova Scotia, she received her Doctor of Medicine from Dalhousie University in 1991 and completed her rotating internship at Royal Columbian Hospital, University of British Columbia. After practicing family medicine in Ottawa for 18 years while raising her children, she returned to the academic setting, driven by a longstanding commitment to compassionate, whole patient-centred care for those facing a serious illness.

In 2018, Dr. Munro was appointed Director of Equity, Diversity and Inclusion for the Department of Medicine where she led initiatives to foster a more inclusive and equitable academic and clinical environment. Her work included the development and implementation of the first formal accommodations policy for physicians with disabilities at a Canadian academic hospital. She remains a strong advocate for physicians with disabilities and for creating environments free from discrimination and inequity. Here work is grounded in compassion, advocacy, and representation; values she brings to her clinical care, teaching, mentorship and leadership. In recognition of her contributions, she received the 2022 Faculty Member Award of Excellence for Leadership in Equity, Diversity, and Inclusion from the University of Ottawa Faculty of Medicine.

Samantha Lavitt, MD

Dr. Samantha Lavitt (she/her) is the first Equity, Diversity, and Inclusion Curricular Lead in undergraduate medical education at the University of Ottawa, which sits on the traditional, unceded territory of the Algonquin people. In this role, she designs educational content including topics such as gender equity, sexual orientation and gender diversity, language rights, and disability, integrating these topics throughout the clinical curriculum in a format that connects students with community teachers with lived experience.

Trained as a family physician and dedicated to resilience through sustainable practice development, Dr. Lavitt also offers coaching and peer support to family physicians on advocacy, disability, and well-being through the Ontario College of Family Physicians (OCFP). She established the first peer support group for physicians with chronic illness and/or disabilities at the OCFP in 2024 and continues to co-lead this group monthly.

While she finds working with individual physicians and small groups deeply rewarding, this intervention is not enough to dismantle the system of barriers that disabled physicians face in our medical culture, so Dr. Lavitt brings her professional and lived experience as a disabled physician to advocacy initiatives at her academic institution, provincial, and national levels with involvement in peer support projects, webinars, and conference appearances.

Produced by: Dr. Lisa Meeks.

Audio editor: Next Day Podcast

Digital Media: Lisa Meeks

Resources: https://docs.google.com/document/d/1EXw4F1pt5J-O6Y0k-WksDC71RCA6aTFSCOkz-lqJiyc/edit?usp=sharing

Interviewees:

Neera Jain, PhD — Senior Lecturer, Centre for Medical and Health Sciences Education, Waipapa Taumata Rau, The University of Auckland

Hannah Kakara Anderson, PhD, MBA — Assistant Professor of Pediatrics, Children's Hospital of Philadelphia and the University of Pennsylvania

Abigail (Abby) Konoposky, PhD— Director of Medical Education Research, Department of Psychiatry, Northwell

Interviewer: Lisa Meeks, PhD, MA — Professor of Medical Education, The University of Illinois College of Medicine, Chicago; Host, the Docs With Disabilities Podcast

Description:

In this episode of Stories Behind the Science, we sit down with Drs. Hannah Kakar Anderson, Abby Konoposky, and Neera Jain to discuss a paper that confronts some of the most painful and persistent realities in medical education: The Call Is Coming from Inside the House. Together, they explore how racism and ableism intersect in the experiences of racially minoritized medical learners with disabilities—and why traditional conversations about diversity and inclusion often fail to capture these realities.

Using disability critical race theory (DisCrit), narrative inquiry, and counter-storytelling, the authors illuminate what participants described as a haunted "house of medicine"—a space marked by exclusion, surveillance, distorted reflections of self, and support systems that too often become sources of harm rather than protection. Through powerful metaphors drawn from horror—No Trespassing, Hall of Mirrors, and The Call Coming from Inside the House—the conversation examines how institutional structures and well-intentioned actors alike can perpetuate systems that marginalize learners.

But this episode is not simply about oppression. It is equally a conversation about resistance, agency, and survival. Grounded in Caitlin Seida's poem Hope Is Not a Bird, Emily, It's a Sewer Rat, the authors reflect on the fierce and complicated hope carried by learners who persist despite environments that were never designed with them in mind. Their stories are not one-dimensional accounts of struggle—they are acts of testimony, community building, and imagination for a different future.

The discussion reviews:

Dr. Anderson brings a clinician-educator's perspective and deep commitment to educational equity, reflecting on disability as both a personal and professional identity. Abby Konoposky offers a linguist's and educational psychologist's lens, unpacking agency, metaphor, and the power of story to challenge dominant narratives. Dr. Jain contributes expertise in ableism, disability studies, and anti-ableist practice, connecting participants' experiences to broader histories of disability rights and racial justice. Together, they invite listeners not only to understand these stories—but to reckon with what they reveal about medicine itself.

This episode asks us to imagine what medicine might become if we listened more closely to the people who have long been navigating its haunted spaces—and if we allowed their stories to reshape the house itself.

Hannah Kakara Anderson, PhD, MBA, is an Instructor of Pediatrics at the Children's Hospital of Philadelphia and the University of Pennsylvania. Her work focuses on educational equity in medical education, with particular attention to disability equity and the creation of learning environments that support diverse learners and the communities they serve. Drawing from both lived experience and scholarship, her work explores how medical education can better sustain learners with disabilities and advance justice in training environments.

Abigail (Abby) Konoposky, PhD, supports medical education research in the Department of Psychiatry at Northwell Health. Trained in linguistics and educational psychology, her scholarship explores language, agency, and the ways stories shape educational experiences and systems. Her work is informed by both personal experience with disability and a commitment to understanding how narrative and structure interact in medical education.

Neera Jain, PhD, MS is Senior Lecturer at the Centre for Medical and Health Sciences Education at Waipapa Taumata Rau, The University of Auckland, New Zealand. Her scholarship focuses on ableism, anti-ableism, and disability in medical education. With professional experience spanning disability rights, disability resource work, vocational rehabilitation, and disability law, Dr. Jain brings both theoretical and lived expertise to questions of equity, access, and justice in health professions education.

Anderson, H. L. K., Konopasky, A. W., Bullock, J. L., Meeks, L. M., & Jain, N. R. (2025). The Call is Coming from Inside the House: Racism and Ableism in US Medical Education. Teaching and Learning in Medicine, 1–19. https://doi.org/10.1080/10401334.2025.2581621

Annamma SA, Connor DJ, Ferri BA. DisCrit: Disability Studies and Critical Race Theory in Education. https://www.researchgate.net/publication/284446065_DisCrit_Disability_Studies_and_Critical_Race_Theory_in_Education

Mingus M. Leaving Evidence. https://leavingevidence.wordpress.com

Seida C. Hope Is Not a Bird, Emily, It's a Sewer Rat.https://www.tennesonwoolf.com/hope-is-a-sewer-rat-caitlin-seida/

Disability inclusion · Racism · Ableism · DisCrit · Medical education · Narrative inquiry · Counter-storytelling · Equity · Learning environment · Disability justice

In this episode, Dr. Meeks speaks with Dr. Chris Sterwald, chief psychiatry resident at the University of Texas Southwestern about navigating medical training with a physical disability and creating diverse communities in medicine-- including disability.

Guest: Dr. Christopher Sterwald, Chief Psychiatry Resident, UT Southwestern

Key Words: Physical Disability, Psychiatry

The DocsWithDisabilities Podcast is growing. In a special 6-series run, Dr. Meeks will be joined by co-host Dr. Peter Poullos from the Stanford Medicine Abilities Coalition. In this first episode of the series, Dr. Meeks and Poullos interview each other about the origin of the podcast and their respective motivations to grow this resource. They also discuss their views on building a diverse health professions workforce and delve into some personal questions that give us a peek into the personalities of these advocates for access.

Guests:

Podcast, Co-host, Dr. Peter Poullos, Associate Professor of Radiology, Stanford Medicine

Podcast, Co-host, Dr. Lisa Meeks, Assistant Professor Family Medicine, UMMS

Key Words: Advocate, Medical Education

The challenges to help-seeking for medical students and physicians is well-documented, yet solutions to reducing these barriers are lacking. We need a radical reboot. In this 3-part episode we have a critically honest conversation about the barriers to help-seeking and discuss potential next steps to reboot medical education and practice.

Key Words: Law, Education, and/or Research

The challenges to help-seeking for medical students and physicians is well-documented, yet solutions to reducing these barriers are lacking. We need a radical reboot. In this 3-part episode we have a critically honest conversation about the barriers to help-seeking and discuss potential next steps to reboot medical education and practice.

Key Words: Law, Education, and/or Research

The challenges to help-seeking for medical students and physicians is well-documented, yet solutions to reducing these barriers are lacking. We need a radical reboot. In this 3-part episode we have a critically honest conversation about the barriers to help-seeking and discuss potential next steps to reboot medical education and practice.

Key Words: Law, Education, and/or Research

In this 2-part episode, Dr. Meeks visits Stanford to get a glimpse of a "day in the life" of Dr. Peter Poullos, a clinical associate professor of radiology and gastroenterology & hepatology, and a person with a physical disability. During this visit, Dr. Meeks observes Pete in action, interviews his interns, and chats with Pete about his experience retraining after disability, his ascent to leadership, and his hope for the future of disability in medicine.

Key Words: Physical Disability, Wheelchair, Segway, Partial Paralysis, Accident, Professor, Radiology, Gastroenterology, Hepatology

In this 2-part episode, Dr. Meeks visits Stanford to get a glimpse of a "day in the life" of Dr. Peter Poullos, a clinical associate professor of radiology and gastroenterology & hepatology, and a person with a physical disability. During this visit, Dr. Meeks observes Pete in action, interviews his interns, and chats with Pete about his experience retraining after disability, his ascent to leadership, and his hope for the future of disability in medicine.

Key Words: Physical Disability, Wheelchair, Segway, Partial Paralysis, Accident, Professor, Radiology, Gastroenterology, Hepatology

Dr. Nonacs is a staff psychiatrist with the Perinatal and Reproductive Psychiatry Clinical Research Program at MGH, with an appointment as an Instructor in Psychiatry at Harvard Medical School.

In this episode, Dr. Nonacs discusses identifying as a doctor with a disability, her experiences with training and employment and the changes needed in medical education.

Key Words: Physical Disability, Visual Disability, Stargardt's Disease, Psychiatry

In this episode we chat with Walker Keenan, a psychiatry resident at Yale University and graduate of the University of California, San Francisco, School of Medicine. In this episode, Walker discusses his path to self-advocacy, how his multiple marginalized identities inform medicine, what it means to be ableist and why #DocsWithDisabilities are a benefit to the physician workforce.

Key Words: Cognitive Disability, Nonverbal Learning Disorder, BIPOC, LGBTQIA+, Psychiatry

In this episode we chat with Alice Wong, disability activist, media producer, and a consultant. She is the founder and Project Coordinator of the Disability Visibility Project, a project collecting oral histories of people with disabilities in the United States that is being run in coordination with StoryCorps. The Disability Visibility Project was created on the 25th anniversary of the Americans with Disabilities Act of 1990. As of 2018, the project had collected approximately 140 oral histories.

Her new project is an anthology titled, Disability Visibility First Person Stories from the 21st Century. Joining Alice in part 2 of this episode is Dr. Diana Cejas, a physician with a disability and one of the authors in Disability Visibility. Dr. Cejas shares her journey to becoming a person with a disability and how her dual identities as a patient and a physician inform her work with patients. Her essay is titled, Taking charge of my story as a cancer patient at the hospital where I work.

Key Words: BIPOC, Physical Disability, Spinal Muscular Atrophy, Activist

In this episode we chat with Alice Wong, disability activist, media producer, and a consultant. She is the founder and Project Coordinator of the Disability Visibility Project, a project collecting oral histories of people with disabilities in the United States that is being run in coordination with StoryCorps. The Disability Visibility Project was created on the 25th anniversary of the Americans withDisabilities Act of 1990. As of 2018, the project had collected approximately 140 oral histories.

Her new project is an anthology titled, Disability Visibility First Person Stories from the 21st Century. Joining Alice in part 2 of this episode is Dr. Diana Cejas, a physician with a disability and one of the authors in Disability Visibility. Dr. Cejas shares her journey to becoming a person with a disability and how her dual identities as a patient and a physician inform her work with patients. Her essay is titled, Taking charge of my story as a cancer patient at the hospital where I work.

Key Words: BIPOC, Chronic Illness, Cancer, Stroke, Pediatrics, Neurologist, Activist

The National Association of Advisors for the Health Professions (NAAHP) conference was canceled due to COVID-19, but this scheduled panel moved to an online format in the form of this Podcast!

Given the intense competition for admission to US medical schools pre-medical students with disabilities, whether they're learning, psychological, physical, sensory, or chronic health, face additional challenges including: 1) Determining whether or not they're going to disclose information about their disability and at what stage of the application process; 2) The need to identify schools that offer the best environment and resources to thrive as an individual with a disability; 3) Requesting accommodations for the various stages of the admissions process, including evaluations associated with admissions review like the Casper or the MMI or logistics for the interview day. This webinar addresses these questions and our panel offers a wealth of advice.

Guests Include:

Gail Glicksman, PhD, Assistant Dean for Health Professions Advising at Bryn Mawr college

Dr. Steven Gay, Dean for Admissions at theUniversity of Michigan Medical School

Charlotte O'Connor, Learning and Disability specialist at the University of Michigan Medical School

Jacob Lowy, Medical Student at the University of Michigan Medical School

Key Words: Law, Education, and/or Research, Medical Education, Disability

On Saturday, June 20th, Dr. Poullos hosted the Stanford Med School of Medicine's first annual Conference on Disability in Healthcare and Medicine. The event was an enormous success and attended by over a thousand people in over five countries. Dr. Poullos and Meeks debriefed after the conference, and shared a common question. What's next? This is a big question to be sure, and one filled with possibilities for what inclusion in medicine could be.

Dr. Poullos and Meeks invited some colleagues and medical education leaders to the special edition of the podcast to discuss how we can work collectively to build on this momentum.

Guests Include:

Chiquita Collins, the chief diversity officer and Vice Dean for Inclusion and Diversity at the Joe R. & Teresa Lozano Long School of Medicine

Iris Gibbs, Associate Dean of Admissions for Stanford Medicine

Michael Kim, Assistant Dean for Student Affairs

Zoie Sheets, a medical student from the University of Illinois, Chicago

Bonnie Sweenor, Associate professor, Wilmer Eye Institute, Johns Hopkins School of Medicine

Key Words: Law, Education, and/or Research, Medical Education

Dr. Paige Terrien Church is a neonatologist and a developmental-behavioral pediatrician at the University of Toronto. As the Director of the Neonatal Follow Up Program, she is able to connect with her young patients on a very unique level through shared experiences. This episode of the #DocsWithDisabilities podcast features Dr. Church's journey through her training and career as a physician with a disability. The discussion stems from her 2017 publication in JAMA Pediatrics, titled "A Personal Perspective on Disability: Between the Words," in which Dr. Church publicly discloses her disability and calls upon the medical community to change the culture of medicine to one of "respect, awareness of stigma, possibility, and honesty" for people with disabilities.

Key Words: Physical Disability, Spina Bifida, Neonatologist, Pediatrics

Interviewee: Joseph Samona

Interviewer: Dr. Lisa Meeks

Description:

Joseph Samona is a fourth-year dental student at the University of Michigan, graduating in May 2020. As a future dentist with a profound hearing loss, he aims to improve access to oral health care in the Deaf and Hard of Hearing communities. He is also a co-founder of Michigan Deaf Health. In our very first video episode, Joe discusses his experiences applying to dental school, accessing accommodations, and taking action to make oral health education more accessible for American Sign Language users.

ASL Video version: https://bit.ly/DWDDeafVideo

Key Words: Deaf and Hard of Hearing, Dentistry, Student, Medical Education

Interviewee: Dr. Justin Bullock

Interviewer: Dr. Lisa Meeks

Description:

Dr. Justin Bullock is a current Internal Medicine Resident in San Francisco, California. Justin is passionate about medical education, and diversity in medicine. His article in the New England Journal of Medicine titled "Suicide—Rewriting my story" tells the story of his battle with Bipolar Disorder and suicidality during undergraduate and graduate medical education. In this podcast, Dr. Bullock and Dr. Meeks discuss the critical nature of disability inclusion and a supportive culture for mental health in medical education and training. They touch upon medical student mental health and the reality that many learners share feelings and experiences of depression and suicidality—yet never discuss these feelings, failing to engage in help-seeking behavior—especially once they transition to residency.

Key Words: BIPOC, Psychological/ Mental Health, Bipolar, Depression, Suicide, Internal Medicine

Interviewee: Dr. Molly Fausone

Interviewer: Dr. Lisa Meeks

Description:

While applying to residency in internal medicine, Dr. Molly Fausone drew parallels to her medical school application process in many ways. In this episode, Dr. Fausone considers the impact of disability on the transition points in medical education and reflects on her successes at the University of Michigan Medical School.

Key Words: Physical Disability, Spinal Cord Injury, SCI, Wheelchair, Medical Student, Internal Medicine

Interviewee: Dr. Cheri Blauwet, MD

Interviewer: Dr. Lisa Meeks

Description:

Cheri Blauwet, MD is Board Certified in both Physical Medicine and Rehabilitation as well as Sports Medicine. She is a graduate of the Stanford University School of Medicine and completed her residency training in PM&R at Spaulding Rehabilitation Hospital/Harvard Medical School, where she served as Chief Resident. Additionally, she is a former Paralympic athlete in the sport of wheelchair racing, competing for the United States Team in three Paralympic Games (Sydney '00, Athens '04, Beijing '08) and bringing home a total of seven Paralympic medals. She is also a two-time winner of both the Boston and New York City Marathons, and has been nominated for the ESPY Award, the Laureus World Sports Award, and Women's Sports Foundation Athlete of the Year. She is the Chairperson of the International Paralympic Committee's Medical Committee and serves on the Board of Directors for the United States Anti-Doping Agency (USADA) as well as the Neilsen Foundation Quality of Life Grant Review Board.

Key Words: Physical Disability, Wheelchair, Spinal Cord Injury, SCI, T10 Vertebra, Professor, Physical Medicine and Rehabilitation, Sports Medicine, Advocate

Interviewee: Dr. Courtney Courter

Interviewer: Dr. Lisa Meeks

Description:

As a current resident in Pediatrics, Dr. Courtney Courter reflects on the valuable perspective she gained while navigating the transition from medical school to residency. In this episode, Dr. Courter discusses her personal journey with requesting accommodations, disclosing in her application, ranking residency programs, and ultimately finding the perfect match.

Key Words: Chronic Illness, Arthrogryposis Multiplex Congenita, Scoliosis, Physical Disability, Wheelchair, Pediatrics, Medical Education

Interviewee: Dr. Monica Wood

Interviewer: Dr. Lisa Meeks

Description:

Monica Wood, MD, is a certified Orthopedic Hand Surgeon and started practice in August 2007. By March 2011, she began having symptoms that were diagnosed a year later as multiple sclerosis. On March 4, 2014, she had an episode of severe vertigo followed by worsening of her balance and walking ability that ended her career. She successfully navigated the complex social security and disability system and has reinvented herself as an entrepreneur.

Key Words: Chronic Illness, Multiple Sclerosis, Orthopedics, Medical Education

Interviewee: Arghavan Salles, MD, PhD

Interviewer: Dr. Lisa Meeks

Description:

Dr. Salles is an advocate for gender equity, and teaches about how implicit bias can impact true inclusion. In this podcast, she and Dr. Meeks discuss wellness in the context of medicine and how the messages we send to those with marginalized identities, including disability, may impact mental health and a sense of belonging.

Key Words: BIPOC, Psychological/ Mental Health, Suicide, Medical Education, Professor, Research, Advocate, LGBTQIA+

Interviewee: Dr. Lina Mehta

Interviewer: Dr. Lisa Meeks

Description:

Dr. Lina Mehta is a seasoned admission professional, associate Dean for admissions at Case Western Reserve School of Medicine and a Professor of radiology at University Hospitals Cleveland Medical Center. Dr. Mehta has been a vocal advocate for equal access in medical school admissions and has given talks and written articles on the topic of accessible admissions. She is the lead author on a chapter in a forthcoming book entitled, "Creating a Program Within a Culture of Inclusion." In our talk, Dr. Mehta discussed her experiences with disability, the changes she has implemented at CWRU and how she thinks the AAMC report on disability will impact admissions broadly.

Key Words: BIPOC, Psychological/ Mental Health, Law, Education, and/or Research, Advocate, Associate Dean, Medical Education, Radiology

Interviewee: Dr. Sarah Sternlieb, MD

Interviewer: Dr. Lisa Meeks

Description:

Sarah Sternlieb, a current internal medicine resident, had a circuitous route to medicine, but gained a great deal of insight with the aid of mentors and the disability community. In this interview, Dr. Sternlieb recounts her positive experiences in medical education, the difficulty with assumptions and stereotypes in medicine, and provides advice for learners with disabilities.

Key Words: Physical Disability, Neuromuscular Disability, Internal Medicine, Medical Education

Interviewee: Dr. Bonnie Swenor

Interviewer: Dr. Lisa Meeks

Description:

Dr. Bonnie Swenor's research aims to improve the health of persons with disabilities, by transforming traditional thinking on health disparities research. Over the past decade, there has been an increased focus on identifying and addressing health disparities among racial, ethnic, and socioeconomic minority groups; however, persons with disabilities have largely been absent from these efforts. Motivated by her personal experience with a vision impairment and resulting disability, Dr. Swenor is working to address this gap. Her work has focused on three interrelated areas: (1) determining the impact of visual impairments on long-term health and aging outcomes, (2) documenting healthcare disparities and improving healthcare utilization, quality, and access for those with vision loss; and (3) enhancing the inclusion of persons with visual impairments and other disabilities in the biomedical workforce. This research has sparked a reframing of importance of visual impairment on overall health, helped to reclassify visual impairment as a health disparity, and highlighted the need to include people with disabilities in science and medicine –which is critical to driving scientific innovation and improving patient care. Seeing the impact and broad applicability of this work, Dr. Swenor is now expanding her research framework, using an interdisciplinary and collaborative approach, to establish the evidence needed to design effective policies and programs that will reduce health disparities for persons with all types of disabilities.

Key Words: Physical Disability, Visual Disability, Degenerative Disease, Professor, Ophthalmology, Epidemiology, Research

Interviewee: Dr. Satendra Singh, MBBS, MD

Interviewer: Dr. Lisa Meeks

Description:

In this podcast, Dr. Singh discusses his work in advocating for equal access in medical education and his success with ensuring competencies around the care of patients with disabilities are taught to every medical student in India.

Key Words: BIPOC, Law, Education, and/or Research, MBBS, Advocate, Medical Education

Interviewee: Alexandra Adams

Host: Dr. Lisa Meeks

Guest narrator: Joseph Murray

Description:

In Part 2 of our interview Dr. Meeks and Alexandra discuss the power of social media to bring people together, crowd sourcing information, and finding mentorship from anywhere in the world. Alexandra also shares her experiences coming to the US where she found a medical environment where disability was often a normal part of the narrative.

Key Words: Deaf and Hard of Hearing, Physical Disability, Visual Disability, Deaf-Blind, Medical Student

Interviewee: Alexandra Adams

Host: Dr. Lisa Meeks

Guest narrator: Joseph Murray

Description:

In Part 1 of our interview we talk to Alexandra about her formative experience as a patient, her desire to be a doctor, and the process of applying to medical school.Alexandra and Dr. Meeks also discuss navigating accommodations in the UK and the US and the respective views about #DocsWithDisabilities in these countries.

Key Words: Deaf and Hard of Hearing, Physical Disability, Visual Disability, Deaf-Blind, Medical Student

Interviewee: Dr. Michael Argenyi

Interviewer: Dr. Lisa Meeks

Descriptipon:

Michael Argenyi's story is well-known. His historic legal case is one of the most cited cases regarding the inclusion of DHOH individuals in medical education. In this podcast, we move beyond the case and talk to Michael about his experiences across the medical education continuum, starting with the decision to apply to medical school and how his knowledge of, and contact with, another deaf physician, gave him the confidence to move forward.In a pay-it-forward moment, Michael offers sage advice to students in the pipeline.

Key Words: Deaf and Hard of Hearing, Physical Disability, LGBTQIA+, Preventative Medicine, Family Medicine, Medical Education, Law

Interviewee: Nichole Taylor, DO

Interviewer: Joseph Murray, MD

Host: Lisa Meeks, PhD,

Description:

As a physician-educator and administrative leader with a disability Dr. Nichole Taylor is in a unique position to effect change. In this second part of her interview, Dr. Taylor discusses disclosure, help seeking behavior and the benefit of early identification and accommodation for learners with disabilities. She also discusses how programs who do not have a disability specialist in house can "crowd-source" information about inclusion.

Key Words: Chronic Illness, Multiple Sclerosis, Assistant Dean of Student Affairs, Anesthesiology, Medical Education

Interviewee: Dr. Marley Doyle

Interviewer: Dr. Lisa Meeks

In this podcast, Dr. Meeks interviews Dr. Marley Doyle, a psychiatrist with a visual disability. Through a recounting of Dr. Doyle's experiences, they touch on several items including the ethical responsibility to disclose a disability, the difficulties surrounding disclosure, the choice of a specialty that will not impose concerns regarding patient safety, mentorship specific to disability, the critical need for role models, and messaging around disability accommodation.

For episode transcript, go to http://bit.ly/mdisability-meded

Key Words: Physical Disability, Visual Disability, Retinitis Pigmentosa, Rod-Cone Dystrophy, Psychiatry, Medical Education

Interviewee: Dr. Laura Pratesi

Interviewer: Dr. Lisa Meeks

Description:

In this podcast Dr. Pratesi discusses her path to becoming an audiologist including her diagnosis, living with and without accommodations and assistive devices, working with disability resources in college, helping others request accommodations in the workplace and finding a way to engage with her passion of theatre and music as a person with hearing loss. Dr. Pratesi thoughtfully reflects on why, as a person with degenerative hearing loss, she makes an empathic and informed audiologist.

Key Words: Deaf and Hard of Hearing, Audiology

Transcript: http://bit.ly/mdisability-meded

Interviewee: Dr. Erene Stergiopoulos

Interviewer: Dr. Lisa Meeks

Description:

Interviewee: Dr. Erene Stergiopoulos

Interviewer: Dr. Lisa Meeks

Description:

Interviewee: Dr. Erene Stergiopoulos

Interviewer: Dr. Lisa Meeks

Description:

When you are a physician, and disability occurs post-training, you may have to pivot. Join us to hear the first-person account of Dr. Nichole Taylor and how she took her passion for medicine and her deep commitment to training learners, and crafted a unique position in medical education that has a powerful impact on shaping UME and GME perceptions of disability.

For episode transcript, go to MDisability - Transforming Medical Education

Key Words: Chronic Illness, Multiple Sclerosis, Assistant Dean of Student Affairs, Anesthesiology, Medical Education

Interviewees:

Carol Haywood, PhD, OTR/L — Assistant Professor, Medical Social Sciences, Northwestern University Feinberg School of Medicine

Chris Moreland, MD, MPH — Professor of Internal Medicine; Division Chief for Hospital Medicine; Interim Associate Chair for Faculty Affairs and Development, Dell Medical School (Comments made in ASL and voiced through interpreters)

Interviewer: Lisa Meeks, PhD, MA — Guest Editor, Academic Medicine Supplement on Disability Inclusion in Undergraduate Medical Education

Description: In this episode of Stories Behind the Science, we sit down with Dr. Carol Haywood and Dr. Chris Moreland to explore a deceptively powerful document: the medical school technical standards. These quietly influential statements—often tucked deep in an admissions webpage—shape who feels welcome to apply, who gains access, and how institutions imagine the future of their profession.

Haywood and Moreland, co-authors of a national analysis featured in the Academic Medicine supplement on Disability Inclusion in Undergraduate Medical Education, unpack what happens when ambiguous language, outdated assumptions, and vague expectations collide with real people making real decisions about their careers. Together, they dig into the nuances of functional vs. organic standards, the importance of clarity for applicants who lack insider knowledge, and the ripple effects of inequitable policies across a learner's entire training experience.

What emerges is both sobering and hopeful: a field undergoing change, a growing recognition that words matter, and a roadmap for institutions ready to bring their values into alignment with their practices.

The discussion reviews:

How technical standards became a gatekeeper—and why revising a single sentence can shift an entire culture.

Why students with disabilities read these documents differently—and why that matters for equity.

How ambiguity in admissions can deter talented future physicians long before they step foot in a classroom.

What schools can do now to create standards that prioritize competence, flexibility, and inclusion.

Dr. Haywood brings a researcher's lens and an occupational therapist's creativity to the conversation, illuminating how functional expectations—not assumptions about bodies—should guide medical training. Dr. Moreland shares deeply personal reflections on navigating technical standards as a deaf physician, offering rare insight into how these documents land on applicants with lived experience.

This episode invites the audience to imagine a medical education landscape where technical standards do what they should do—define competence, set expectations, and open doors—rather than unintentionally closing them.

Bios:

Carol Haywood, PhD, OTR/L, is Assistant Professor of Medical Social Sciences in the Determinants of Health Division and core faculty in the Center for Health Services and Outcomes Research at Northwestern University Feinberg School of Medicine in Chicago, IL. Building from her work as an occupational therapist in acute rehabilitation, she completed a PhD in occupational science at the University of Southern California and a postdoctoral fellowship in health services and outcomes research at Northwestern University. Using qualitative, mixed methods, and community-engaged research approaches, she studies disability in a variety of contexts, as well as health care access, coordination, and quality. She is driven by a vision of health care that facilitates equity for people with disabilities.

Chris Moreland, MD MPH, is a professor of medicine, interim associate department chair for faculty affairs, and division chief for hospital medicine at Dell Medical School at UT Austin. He practices clinically as a hospitalist. As a career-long clinician educator, his teaching has been recognized regionally and nationally. His collaborative advocacy and research efforts describe the experiences of our healthcare workforce and learners with disabilities, as well as strategies to foster pathways to thriving clinicians. He has served as president and longtime board member for the Association of Medical Professionals with Hearing Losses; he holds current roles on the Docs with Disabilities Initiative advisory board, the AAMC Group on Diversity and Inclusion steering committee, and as a consultant with the National Deaf Center.

Transcript: https://docs.google.com/document/d/18hUPguWf_jWeDC1fmOgSKSXPv4xGnkQIPUi3zhfH540/edit?usp=sharing

Resources: Singer, Tracey; Madanguit, Lance MD; Fok, King T. MD, MSc; Stauffer, Catherine E. MD; Meeks, Lisa M. PhD, MA; Moreland, Christopher J. MD, MPH; Huang, Lynn MS; Case, Benjamin MPH; Lagu, Tara MD, MPH; Kannam, Allison MD; Haywood, Carol PhD, OTR/L. Mapping the Landscape of Technical Standards: A Nationwide Review of Medical Schools. Academic Medicine 100(10S):p S144-S151, October 2025. | DOI: 10.1097/ACM.0000000000006135

McKee, M.M., Gay, S., Ailey, S., Meeks, L.M. (2020). Technical Standards. In: Meeks, L., Neal-Boylan, L. (eds) Disability as Diversity. Springer, Cham. https://doi.org/10.1007/978-3-030-46187-4_9

Equal Access for Students with Disabilities: The Guide for Health Science and Professional Education (2nd Ed). Meeks LM, Jain NR, & Laird EP. Springer Publishing, 2020.

Key Words: Disability inclusion · Technical standards · Medical education · Admissions · Accessibility · Equity · Policy reform

Episode 123: Evaluating Disability-Inclusive Content on U.S. Medical Schools' Websites—A National Study

Interviewees: Ifeoma Ikedionwu, MD — Psychiatry and Internal Medicine Dual Intern, UT Southwestern Dominique Cook — Fourth-Year Medical Student, University of South Florida

Interviewer: Lisa Meeks, PhD, MA — Guest Editor, Academic Medicine Supplement on Disability Inclusion in Undergraduate Medical Education

Description: In this episode of Stories Behind the Science, Dr. Lisa Meeks sits down with Dr. Ifeoma Ikedionwu and Dominique Cook, co-authors of the first national study examining how medical school websites communicate disability inclusion. Their paper, Evaluating Disability-Inclusive Content on U.S. Medical Schools' Websites: A National Study, is part of the Academic Medicine supplement on Disability Inclusion in Undergraduate Medical Education.

What do medical schools' digital front doors say about who belongs? The conversation explores how public-facing messages shape applicants' sense of access, belonging, and possibility—and why visibility is the first step toward equity. Ikedionwu and Cook share how their lived experiences as medical students with and without disabilities inspired a research project that merges advocacy, analysis, and systemic change.

Together, they unpack the challenges of quantifying inclusivity, the nuance of intersecting identities, and the powerful role of student-led research in shaping institutional accountability. The episode underscores how every mission statement, technical standard, and accessibility page sends a message—and how aligning those messages with institutional values can create a more inclusive path for future physicians.

Listeners will leave with actionable insights:

Audit your institution's website for clarity, tone, and accessibility.

Engage learners with lived experience in reviewing public materials.

Translate inclusion from policy into practice—and from practice into visibility.

Because as Ikedionwu reminds us, "It's not enough to do the work—you have to share it, so others can find their way."

Transcript: https://docs.google.com/document/d/1UmiXVs8wESM28eRYAM-d13IuJTV6VzR2khagExHF12A/edit?usp=sharing

Resources: Article from Today's Talk: Ikedionwu I, Cook D, Kim N, Cotts J, Case B, Meeks LM. Evaluating Disability-Inclusive Content on U.S. Medical Schools' Websites: A National Study. Academic Medicine. 2025;100(10S):S60–S67. Read the full article here →

Related Reading: Equal Access for Students with Disabilities: The Guide for Health Science and Professional Education (2nd Ed). Meeks LM, Jain NR, & Laird EP. Springer Publishing, 2020.

🎧 The Docs With Disabilities Podcast: https://www.docswithdisabilities.org/docswithpodcast

Key Words: Disability inclusion · Medical education · Admissions · Accessibility · Representation

Interviewees:

Matthew Sullivan, PhD, Assistant Director of Disability Resources, Washington University School of Medicine in St. Louis

Suchita "Suchi" Rastogi, PhD. MPH Candidate, University of Illinois Chicago; CEO, Disability in Medicine Mutual Mentorship Program

Interviewer: Lisa Meeks, PhD, MA, Guest Editor, Academic Medicine Supplement on Disability Inclusion in Undergraduate Medical Education

Description: In this episode of Stories Behind the Science, Dr. Lisa Meeks talks with Matt Sullivan (Washington University School of Medicine) and Suchita "Suchi" Rastogi (UIC; DM3P) about their paper, "Standardized Language for Clinical Accommodations in U.S. Undergraduate Medical Training: Results From a National Modified Delphi Consensus Study,"part of the Academic Medicine supplement on Disability Inclusion in UME.

Their conversation explores how a grassroots idea—born from students' lived experiences and practitioners' urgent need for clarity—grew into the first national, evidence-based language guide for clinical accommodations. Together, they unpack how a modified Delphi process brought students, Disability Resource Professionals, and leaders together to build consensus around the precise language that transforms intention into implementation.

The trio discuss how language and word choices can make the difference between support and confusion, and how transparent, shared language strengthens trust and access for all. Dr. Meeks, Sullivan, and Rastogi also reflect on the collaborative model that made this project possible—one that centers disabled voices, encourages vulnerability in leadership, and demonstrates how clarity in communication is the foundation of equity.

Listeners will come away with practical takeaways for institutions and leaders: audit your accommodation templates, build structured partnerships between DRPs and Student Affairs, and engage students as co-creators in designing accessible clinical environments.

Transcript: https://docs.google.com/document/d/1ooJ5TP8V8s4t35EECoWHNTta7qqwbKlx-Fgu_WIiPG4/edit?usp=sharing

Bios:

Matt Sullivan PhD

Dr. Sullivan is the Assistant Director of Disability Resources, At Washington University in St. Louis, and serves as DR's liaison to WashU's School of Medicine, acting as the primary contact for SoM faculty/staff, students, and prospective students. In this role, Matt works closely with all parties to create an accessible and inclusive educational environment for disabled students pursuing their degrees within Health Sciences and Medicine.

Dr. Sullivan is a research-oriented practitioner dedicated to promoting disability awareness and inclusion within the higher education environment. In his student affairs roles, Dr. Sullivan has experience providing leadership and direction for a variety of programs and services in the areas of disability, testing, tutoring, Supplemental Instruction, and academic coaching. Working in the field of disability services for more than a decade, Matt has dedicated his time and energy to the education and development of students, faculty, and staff surrounding the intersectionality of disability with race, culture, gender, and other prominent identity factors.

Suchita "Suchi" Rastogi PhD

Suchi is an MPH student at the University of Illinois Chicago and CEO of the Disability in Medicine Mutual Mentorship Program (DM3P). A former MD-PhD student at Stanford University, she advocates for accessible medical education and leads community-based efforts to promote disability inclusion and peer mentorship. As a South Asian disability activist, she values health equity and compassionately designed systems that serve all people with dignity. She believes everyone deserves respect, access to material resources, and psychosocial support. These values compel her to improve healthcare and public health infrastructure for disabled patients, increase disability representation in medicine, and shift attitudes towards persons with disability. To accomplish this, she 1) run a mentorship program (DM3P) for healthcare professionals with disability, 2) conducts disability health equity research, and 3) advocates for evidence-based policies that center accessibility.

Key Words: Clinical accommodations · Disability inclusion · Medical students · Disability Resource Professionals ADA

Resources: Article from Today's Talk: Dhanani Z, Rastogi S, Sullivan M, Betchkal R, Poullos P, Meeks LM. Standardized Language for Clinical Accommodations in U.S. Undergraduate Medical Training: Results From a National Modified Delphi Consensus Study.Academic Medicine. 2025;100(10S):S92–S97. DOI: 10.1097/ACM.0000000000006150 Read the full article here →

Equal Access for Students with Disabilities: The Guide for Health Science and Professional Education (2nd Ed). Meeks LM, Jain NR, & Laird EP. Springer Publishing, 2020. Read here →

The Docs With Disabilities Podcast: https://www.docswithdisabilities.org/docswithpodcast

Interviewee: Erick Hung, MD, Professor of Clinical Psychiatry and Associate Dean for Students, University of California San Francisco School of Medicine

Interviewer: Lisa Meeks, PhD, MA, Guest Editor, Academic Medicine Supplement on Disability Inclusion in Undergraduate Medical Education

Description: In this episode of Stories Behind the Science, Dr. Lisa Meeks talks with Dr. Erick Hung (UCSF) about his paper, "Promoting Disability Inclusion Through an Expanded Conceptual Framework of the Learning Environment," part of the Academic Medicine supplement on Disability Inclusion in UME.

Their conversation explores how a single student story at UCSF sparked a full-scale rethinking of what it means to create an equitable learning environment. Dr. Hung walks us through the journey—from a campus task force to a conceptual framework that now guides systemic change nationwide. Together, they unpack the six domains of the learning environment, including a new and critical addition: the societal layer, which recognizes how broader cultural forces shape belonging, access, and success.

The discussion touches on mentorship, student advocacy, technical standards reform, and what it means to move beyond compliance toward culture change. Dr. Hung also reflects on humility in leadership, the importance of systems thinking, and how conceptual frameworks become living roadmaps for equity.

Listeners will come away with practical takeaways for schools and leaders—build peer networks, re-evaluate policies through an inclusion lens, and invite students into the co-creation of change.

Transcript: https://docs.google.com/document/d/1aO6cvl-_b82AONsV7V4LmS1Y8r6sI8zVtWKzWPlHakw/edit?usp=sharing

Bios: Erick Hung, MD is Professor of Clinical Psychiatry and Associate Dean for Students at UCSF School of Medicine. A UCSF graduate and psychiatrist by training, he has led major institutional efforts to foster student well-being, belonging, and disability inclusion. His scholarship and leadership focus on systems approaches to learner flourishing, inclusive learning environments, and advocacy for equitable policy reform in medical education.

Key Words: Learning environment Disability inclusion Medical students Systems thinking Societal drivers Technical standards Belonging Well-being Institutional change

Resources:

Article from Today's Talk: Theall, Alexandra C.P.; Crandall, Joanne E., MD; Gamboa, Haley N., MS, MD; Chichioco, Michael; Hughes, Sarah E.; Gruppen, Larry, PhD; Hung, Erick, MD. Promoting Disability Inclusion Through an Expanded Conceptual Framework of the Learning Environment. Academic Medicine, 100(10S): S84-S91, October 2025. DOI: 10.1097/ACM.0000000000006148 Read the full article here

The Docs With Disabilities Podcast: https://www.docswithdisabilities.org/docswithpodcast

Interviewee:

Bassel Shanab, BS is a fourth-year medical student at the Yale School of Medicine.

Interviewer:

Lisa Meeks, PhD, MA, Guest Editor, Academic Medicine Supplement on Disability Inclusion in UME.

Description:

This episode of Stories Behind the Science sits down with Bassel Shanab (Yale School of Medicine), co-first author of "The Intersection of Disability, Race, Ethnicity, and Financial Background on Food Insecurity Among Medical Students," part of the Academic Medicine supplement on Disability Inclusion in UME. We move beyond prevalence rates to the lived realities behind them—and why hunger so often hides in plain sight in elite training environments. Bassel shares the personal experiences that shaped his questions, the multi-institutional data that sharpened the answers, and the practical moves any school can make now: screen routinely, get cost-of-living estimates right, normalize help-seeking, and invest in evidence-based campus supports. Along the way, we talk flourishing (not just "fixing"), student-led research networks, and why transparency beats stigma every time. Whether you're a dean, DRP, faculty member, or student, this conversation offers a humane roadmap from surviving to thriving. Links to the open-access article, and related tools are in the show notes.

Transcript:

https://docs.google.com/document/d/184LJqvcAgHGmpHyOcaxOxRw4yetR7qrGPPin0HDX7i4/edit?usp=sharing

Bios:

Bassel Shanab, BS is a fourth-year medical student at the Yale School of Medicine. He holds a Bachelor of Arts in Biological Sciences and Global Health Studies from Northwestern University, graduating with distinction. His academic interests include medical education, cardiovascular health, social determinants of health, and health policy.

Key Words:

Food insecurity

Medical students

Disability

Race and ethnicity

Underrepresented in medicine (URiM)

Low-income background

Intersectionality

Student well-being

Academic performance

Resources:

Article from Today's Talk

The Intersection of Disability, Race, Ethnicity, and Financial Background on Food Insecurity Among Medical Students

Nguyen, Mytien MS; Shanab, Bassel M.; Khosla, Pavan; Boatright, Dowin MD, MBA, MHS; Chaudhry, Sarwat I. MD; Brandt, Eric J. MD, MHS; Hammad, Nour M. MS; Grob, Karri L. EdD, MA; Brinker, Morgan; Cannon, Caden; Cermack, Katherine; Fathali, Maha; Kincaid, John W.R. MS, MPhil; Ma, Yuxing Emily; Ohno, Yuu MS; Pradeep, Aishwarya; Quintero, Anitza MBA; Raja, Neelufar; Rooney, Brendan L.; Stogniy, Sasha; Smith, Kiara K.; Sun, George; Sunkara, Jahnavi; Tang, Belinda; Rubick, Gabriella VanAken MD; Wang, JiCi MD; Bhagwagar, Sanaea Z.; Luzum, Nathan; Liu, Frank MS; Francis, John S. MD, PhD; Meeks, Lisa M. PhD, MA; Leung, Cindy W. PhD. The Intersection of Disability, Race, Ethnicity, and Financial Background on Food Insecurity Among Medical Students. Academic Medicine 100(10S):p S113-S118, October 2025. | DOI: 10.1097/ACM.0000000000006156

https://journals.lww.com/academicmedicine/fulltext/2025/10001/the_intersection_of_disability,_race,_ethnicity,.12.aspx

The Docs With Disabilities Podcast

https://www.docswithdisabilities.org/docswithpodcast

Interviewees:

Kirsten Brown, PhD Assistant Professor of Health Professions Education at the Uniformed Services University of the Health Sciences; as a short disclaimer, Kirsten's views do not represent the official policy or position of her employer.

Dionna Bidny, MD, MMUS a first-year resident in Physical Medicine and Rehabilitation at the University of Pittsburgh Medical Center, currently completing her Transitional Year; and

Abby Konoposky, PhD Senior Director of Medical Education Research in the Department of Psychiatry at Northwell Health.

Interviewer:

Lisa Meeks, PhD, MA, Guest Editor, Academic Medicine Supplement on Disability Inclusion in UME.

Description:

This episode of Stories Behind the Science brings you an intimate conversation with Dr. Kirsten Brown (Uniformed Services University of the Health Sciences), Dr. Dionna Bidny (University of Pittsburgh Medical Center), and Dr. Abby Konopasky (Northwell Health), co-authors of Disability in Undergraduate Medical Education in the United States: A Scoping Review, part of the Academic Medicine supplement on Disability Inclusion in Undergraduate Medical Education.

Drawing from over 80 publications, their study traces how disability in medical education has too often been framed through deficit and legal models, while leaving intersectionality and the voices of disabled learners largely absent. Together, we explore why this framing matters, what the literature reveals about gaps and progress, and how a critical perspective can re-shape the field.

Our guests share the personal and professional motivations behind this ambitious review, the surprises and challenges they encountered, and their hopes for how this work can serve as both roadmap and catalyst. Whether you are a researcher, faculty member, disability resource professional, or student, this episode offers insights into the state of the field and inspiration for charting new directions.

Resources and links to the open-access article, Disability Resource Hub, and related tools are in the show notes.

Transcript: https://docs.google.com/document/d/1iUYE0Q-2TA1flXiMU6rum1S3dO-obE5DoA9J0mFmHlE/edit?usp=sharing

Bios:

Kirsten Brown, PhD

Dr. Kirsten Brown's research examines the intersection of disability, power, and social systems. Her work has appeared in the Journal of College Student Development, the Journal of Diversity in Higher Education, and Journal of Higher Education. She co-authored the book Disability in Higher Education: A Social Justice Approach. Dr. Brown prepared this chapter during non-work hours as an independent scholar and this publication did not receive funding from the federal government. The views expressed are solely those of the author and do not represent the official policy or position of the Uniformed Services University of the Health Sciences, the Henry M. Jackson Foundation for the Advancement of Military Medicine, the Department of Defense, or the U.S. Government.

Abigail Konopasky, PhD

Abigail Konopasky holds doctorates in educational psychology from George Mason University and in linguistics from Princeton University. She is currently an Associate Professor and Director of Medical Education Research and Scholarship in the Psychiatry Department at Northwell Health. She conducts critical qualitative and mixed methods research in health professions education, with a focus on equity, Black feminism, and critical disability studies using functional linguistic and narrative methods and theories of agency. She serves on the editorial boards of Teaching and Learning in Medicine, Perspectives on Medical Education, and Advances in Health Sciences Education.

Dionna Bidny, MD, MMus

Dionna is a first year resident at the University of Pittsburgh Medical Center in Physical Medicine and Rehabilitation (currently in her Transitional Year). She has a BS in biomedical engineering and an MMus in Musicology; she incorporated her interest in accessibility in arts, sports, and healthcare spaces through research during both degrees. In medical school, she continued to study and lecture in the space of disability justice and its intersections with art, identity, and healthcare experience, all while navigating chronic illness and pursuit of her own accommodation and access needs. In residency, she aims to continue her work in accessibility within arts and sports through community engagement and engineering innovation.

Key Words:

Disability in medical education

Undergraduate medical education (UME)

Disability inclusion

Scoping review

Academic Medicine supplement

Deficit model vs. asset model

Legal framing of disability

Intersectionality in medicine

Disabled learners' voices

Critical perspectives in medical education

Equity in medical training

Accommodations in medical education

Disability justice

Ableism in medicine

Representation in health professions

Research roadmap

Diversity and inclusion in medicine

Disability studies in medical education

Inclusive curriculum

Systemic barriers in medical education

Resources:

Article from Today's Talk

Maggio, Lauren A. PhD; Brown, Kirsten R. PhD; Costello, Joseph A. MSIS; Konopasky, Aaron PhD, JD; Bidny, Dionna MD, MMus; Konopasky, Abigail PhD. Disability in Undergraduate Medical Education in the United States: A Scoping Review. Academic Medicine 100(10S):p S64-S73, October 2025. | DOI: 10.1097/ACM.0000000000006154

https://journals.lww.com/academicmedicine/fulltext/2025/10001/disability_in_undergraduate_medical_education_in.5.aspx

The Docs With Disabilities Podcast

https://www.docswithdisabilities.org/docswithpodcast

Interviewees:

Dr. Zoie Sheets, Resident Physician in the Departments of Medicine and Pediatrics at the University of Chicago; and

Dr. Nalinda Charnsangavej, Associate Professor of Pediatrics and Residency Program Director at Dell Medical School at the University of Texas at Austin.

Interviewer:

Lisa Meeks, PhD, MA, Guest Editor, Academic Medicine Supplement on Disability Inclusion in UME.

Description:

Preparing to Thrive: Supporting Learners with Disabilities Through the Undergraduate-to-Graduate Medical Education Transition

This episode of Stories Behind the Science brings you an intimate conversation with Dr. Zoie Sheets (University of Chicago) and Dr. Nalinda Charnsangavej (Dell Medical School, UT Austin), co-authors of Preparing to Thrive, part of the Academic Medicine supplement on Disability Inclusion in Undergraduate Medical Education.

We go beyond the article to uncover the motivations, lived experiences, and research that shaped their scholarship. Together, we explore four critical decision points that can shape the trajectory of disabled medical students as they move from UME to GME:

Disclosure decisions

Specialty selection

Program selection

Requesting and utilizing accommodations in residency

Zoie and Nalinda share how research, mentorship, and community informed their work, and why bridging this "black box" transition period is essential for cultivating a more inclusive profession. Whether you're a program director, DRP, advisor, or student, this episode offers insights and concrete strategies to ensure learners are not just surviving this pivotal transition—but thriving.

Resources and links to the open-access article, Disability Resource Hub, and related tools are in the show notes.

Transcript: https://docs.google.com/document/d/1h4bh81klK-mfP3grm5LNzmYp-czCEP_haP704aJBekk/edit?usp=sharing

Bios:

Nalinda Charnsangavej, MD is Associate Professor of Pediatrics at the Dell Medical School at the University of Texas at Austin where she serves as the pediatric residency program director. She serves as Co-Chair of the Disability in Graduate Medical Education group as part of the Docs with Disabilities Initiative and Co-Chair of the UME to GME Transitions Committee for the Disability Resource Hub -- the result of a collaboration between the ACGME and DWDI. As a program director, she is interested in fostering a healthy and supportive learning environment that promotes physician well-being and resilience. Her current work focuses on the transition from medical school to residency training and how to support learners with disabilities during this critical transition period. Outside of medical education, she enjoys spending time with her family, teaching her children how to cook, and attending Texas Longhorn sporting events.

Zoie C. Sheets, MD, MPH is a resident physician in internal medicine and pediatrics (Med/Peds) at the University of Chicago. She is also a leader within the Docs with Disabilities Initiative, serving as Co-Chair of the Disability in Graduate Medical Education group and Co-Chair of the UME to GME Transitions Committee for the creation of a Disability Resource Hub — a collaboration between ACGME and DWDI. She believes deeply that increasing the number of disabled clinicians can transform medical education and practice, for providers and patients alike. Her current research focus centers on how graduate medical education can best support learners with disabilities, particularly during the challenging transition out of UME. In her free time, Zoie loves to read, re-watch too many medical dramas, and play with her two cats!

Key Words:

Disability inclusion

Medical education

Undergraduate medical education (UME)

Graduate medical education (GME)

UME–GME transition

Disabled medical students

Residency accommodations

Program director support

Disability Resource Professionals (DRPs)

Academic Medicine

Resources:

Article from Today's Talk

Sheets, Zoie C. MD, MPH; Fausone, Maureen MD, MA; Messman, Anne MD, MHPE; Ortega, Pilar MD, MGM; Ramsay, Jessica MD; Creasman, Megan MD, MA; Charnsangavej, Nalinda MD. Preparing to Thrive: Supporting Learners With Disabilities Through the Undergraduate-to-Graduate Medical Education Transition. Academic Medicine 100(10S):p S161-S165, October 2025. | DOI: 10.1097/ACM.0000000000006136

The Disability Resource Hub from ACGME and DocsWithDisabilities

https://bit.ly/DisabilityResourceHUB_GME

The Docs With Disabilities Podcast

https://www.docswithdisabilities.org/docswithpodcast

Docs With Disabilities You Tube, Disability in Graduate Medical Education Videos

https://www.youtube.com/playlist?list=PLc4XEizXENYw58ptzAgfxBA4q3uLRcmx6

Docs With Disabilities Disability in Graduate Medical Education Working Group

https://www.docswithdisabilities.org/digme

Interviewees: Justin Bullock, MD, MPH; Cary Payne, MD

Interviewer: Lisa Meeks, PhD, MA

Description:

In Episode 114, Dr. Lisa Meeks talks with Dr. Justin Bullock (nephrology fellow, University of Washington; living with bipolar disorder) and Dr. Cary Payne (Program Director, Nephrology Fellowship, University of Washington) about navigating fellowship with a psychiatric disability—and how trust, humility, and creative flexibility built a training experience defined by healing and growth.

Together, they retrace Justin's decision to pursue fellowship after a traumatic residency, his choice to lead with authenticity during the match, and the risks and rewards of disclosure in GME. They unpack how structured accommodations provided protection, why early defensiveness softened into trust, and the profound impact of Cary's disarming leadership approach: "It's not your job to teach us."

Listeners will hear advice for residents and fellows (consider strategic disclosure, seek accommodations as protective, build trusted provider teams) and for program directors (lead with humility, embrace uncertainty, and center accommodations in creativity rather than dogma). At its heart, the episode explores how one program became not just a safe space, but a place of healing—and why that benefits trainees, programs, and patients alike.

This episode accompanies the open-access perspective This Armor of Mine: Perspectives of a Bipolar Physician and Program Director (Bullock & Payne, Chest, 2024)

This episode is part of the ACGME/DWDI Disability Resource Hub, supported by the Josiah Macy Jr. Foundation Catalyst Award, it's a powerful reminder that access isn't accidental—it's built intentionally, one relationship at a time.

Transcript: https://docs.google.com/document/d/1R_FlMU-qOOVKPiaBMLc0VqQ3DVX8rjhQ16ZAZZnv_TM/edit?usp=sharing

Bios:

Justin Bullock, MD, MPH

Justin Bullock is an Assistant Professor in Nephrology at the University of Washington School of Medicine and the Co-director of the Docs with Disabilities Initiative. Justin is passionate about creating safe environments in medicine where everyone in the hospital is able to bring their authentic selves to work in the spirit of healing. Justin is a passionate medical educator: a teacher, researcher, and lifelong learner. His primary research focus centers on how educators can foster identity safety in the learning environment, where all members of the healthcare team can be their authentic selves in the workplace. When not at work, Justin enjoys running and cooking with his partner.

Cary Payne, MD

Cary grew up in the Pacific Northwest. He studied Biology and Philosophy at Washington University in St Louis before attending medical school at the University of Chicago. He then returned to the northwest where he completed his residency in internal medicine and fellowship in nephrology at the University of Washington, after which he remained on faculty at UW and established the UW Kidney-Liver Program, a subspecialty nephrology service dedicated to caring for patients with concomitant liver and kidney disease. In addition to his clinical work, Cary serves as the medical director for inpatient dialysis at the University of Washington and the UW Nephrology Fellowship Program Director. When not at work he enjoys reading and hiking with his wife Gretchen and his three children.

Key Words:

· Disability Inclusion

· Residency

· Fellowship

· Accommodations

· Program Directors

· Graduate Medical Education (GME)

Produced by: Lisa Meeks

Resources:

Article: Perspective of a Bipolar Physician and this program director. https://www.chestnet.org/guidelines-and-topic-collections/publications/chest-advocates/this-armor-of-mine

Disability Resource Hub: https://dl.acgme.org/pages/disability-resource-hub

Case Studies in Disability Resource Hub: https://dl.acgme.org/pages/disability-resource-hub#case_studies

UME to GME Toolkit:

https://dl.acgme.org/pages/disability-resource-hub-transitions-toolkit-introduction

Policy Toolkit:

https://dl.acgme.org/pages/disability-resource-hub-policy-toolkit

Disability in Graduate Medical Education Program:

https://www.docswithdisabilities.org/digme

Interviewees: Emily Green, MD and Kelley Volpe, MD Interviewer: Lisa Meeks, PhD, MA

Description:

In Episode 113, Dr. Lisa Meeks talks with Dr. Emily Green (child psychiatrist, University of Chicago; recent fellow at UIC) and Dr. Kelley Volpe (training director of the Child and Adolescent Psychiatry Fellowship at UIC) about navigating fellowship with ADHD and a learning disability—and how openness, advocacy, and leadership support shaped a successful training experience.

Together, they trace Emily's decision-making during the match, the challenges of transitioning from residency to fellowship (and from student to employee), and the unexpected barriers in GME accommodation processes. They unpack how program leadership stepped in when paperwork stalled, why "temporary vs. chronic" misunderstandings of disability remain a problem, and how centering inclusion ultimately benefited both the trainee and the program.

Listeners will hear advice for residents and fellows (be specific in accommodation requests, know when disclosure matters, embrace authenticity with patients) and for program directors (be proactive with GME, advocate beyond bureaucracy, and create space for trainees to bring their whole selves to medicine).

This episode accompanies the open-access case study From Policy to Practice: Building the Disability Inclusion Infrastructure in Graduate Medical Education (Green & Volpe, Academic Medicine, 2025). Part of the ACGME/DWDI Disability Resource Hub, supported by the Josiah Macy Jr. Foundation Catalyst Award, it's both a roadmap and a reminder that when programs invest in access, everyone wins.

Transcript: https://docs.google.com/document/d/1uhs1zRh2QOWVMgYlEFkxbFY-MJQbiqV_/edit?usp=sharing&ouid=104315301750264632478&rtpof=true&sd=true

Bios:

Kelly Volpe, MD

Dr. Kelley Volpe is the medical director of the Pediatric Stress & Anxiety Disorders Clinic at UI Health. Dr. Volpe currently provides outpatient services that are specialized in the treatment of anxiety disorders, such as generalized anxiety, social anxiety, obsessive compulsive disorder, and selective mutism, in addition to trauma- and stress-related disorders. She is board certified in both General Psychiatry and Child & Adolescent Psychiatry.

Emily Green, MD

Emily is an Assistant Professor of Psychiatry and Behavioral Neuroscience at the University of Chicago. She specializes in pediatric psychiatry and helps children and adolescents who are struggling with mental well-being.

Key Words:

Disability Inclusion

Residency

Fellowship

ADHD

Learning Disability

Psychiatry

Accommodations

Program Directors

Graduate Medical Education (GME)

Produced by: Lisa Meeks

Resources:

Disability Resource Hub: https://dl.acgme.org/pages/disability-resource-hub

Case Studies in Disability Resource Hub: https://dl.acgme.org/pages/disability-resource-hub#case_studies

UME to GME Toolkit:

https://dl.acgme.org/pages/disability-resource-hub-transitions-toolkit-introduction

Policy Toolkit:

https://dl.acgme.org/pages/disability-resource-hub-policy-toolkit

Disability in Graduate Medical Education Program:

https://www.docswithdisabilities.org/digme

Illinois Lend: https://www.illinoislend.org

Case Study: From Policy to Practice: Building the Disability Inclusion Infrastructure in Graduate Medical Education

Interviewees: Josh Schammel, MD; Brian Inouye, MD; and Becky Stetzer, MD Interviewer: Justin Bullock, MD, MPH

Description:

In this episode, Dr. Justin Bullock talks with Dr. Josh Schammel (chief urology resident at Albany Medical Center), Dr. Brian Inouye (associate program director of urology at Albany Med), and Dr. Becky Stetzer (assistant dean of competency development, Albany Med) about navigating remediation, cognitive disability support, and institutional change in residency training.

Together, they trace Josh's experience entering urology residency off-cycle, the social and educational challenges that followed, and the turning point that came with honest conversations about expectations and support. They explore how leadership reframed remediation from punitive to restorative, how program culture embraced accommodations even without a formal diagnosis, and how outside expertise in competency development reshaped both Josh's trajectory and the program's systems.

Listeners will hear candid reflections on the fear of dismissal, the relief of being given a "do-over" year, and the powerful role of trust and transparency in rebuilding confidence. The team highlights the importance of creating a culture where struggling is not synonymous with failure, but with an opportunity for growth.

This episode accompanies the open-access article A Master Adaptive Learner Approach to Cognitive Disability Support in a U.S. Urology Residency (Stetzer et al., Teaching and Learning in Medicine). Part of the ACGME/DWDI Disability Resource Hub, supported by the Josiah Macy Jr. Foundation Catalyst Award, it's a practical and deeply human guide for residents, faculty, and program leaders working to build equitable clinical learning environments.

Transcript: https://docs.google.com/document/d/1u-qRRgjrB-lOJnQytGy7C7ByxYppdfju/edit?usp=sharing&ouid=104315301750264632478&rtpof=true&sd=true

Key words:

Medical education, cognitive disability, residency, accommodations, program director, GME, GME Policy, Disability, Training, PTSD.

Bios:

Resources:

Disability Resource Hub: https://dl.acgme.org/pages/disability-resource-hub

Case Studies in Disability Resource Hub: https://dl.acgme.org/pages/disability-resource-hub#case_studies

UME to GME Toolkit:

https://dl.acgme.org/pages/disability-resource-hub-transitions-toolkit-introduction

Policy Toolkit:

https://dl.acgme.org/pages/disability-resource-hub-policy-toolkit

Disability in Graduate Medical Education Program:

https://www.docswithdisabilities.org/digme

Link to Case Study: A Master Adaptive Learner Approach to Cognitive Disability Support in a U.S. Urology Residency

https://www.tandfonline.com/doi/10.1080/10401334.2025.2502670?url_ver=Z39.88-2003&rfr_id=ori:rid:crossref.org&rfr_dat=cr_pub%20%200pubmed

Interviewees: Tom Pisano, MD PhD and Laura Ashley Stein, MD, MS, Ed.

Interviewer: Lisa Meeks, PhD, MA

Description:

In Episode 111, Dr. Lisa Meeks talks with Dr. Tom Pisano (former Penn neurology resident; now neuro-hospital medicine and neuro-immunology fellow) and Dr. Laura Stein (Adult Neurology Program Director at Penn) about building an accessible neurology residency for a physician who uses a wheelchair—and how trust, planning, and culture made it work.

Together, they trace Tom's match-day disclosure strategy and "find-your-people" approach, an accessibility walk-through with tape measures and ADA checks, and the practical creativity of equivalent rotations when sites differ in accessibility. They also unpack a real barrier—a security policy that blocked ED entry during stroke alerts—and how reframing access as patient safety moved the system.

Listeners will hear candid advice for residents (hold onto your "why," communicate early, invite teaching adaptations) and for program directors (start with goals, not habits; assume success; apply the same creativity you offer patients to your trainees).

This episode accompanies a written case study and a Mini Grand Rounds conversation in Learn at ACGME. Part of the ACGME/DWDI Disability Resource Hub, supported by the Josiah Macy Jr. Foundation Catalyst Award, it's a practical guide for PDs, residents, and anyone committed to equitable clinical training.

Transcript: https://docs.google.com/document/d/1xB_Cp8EiekJ9ExUZLP61EvE-0y4HUv22LuRp0D6uNB0/edit?usp=sharing

Key words:

Medical education, physical disability, disability research, residency, accommodations, wheelchair, SCI, medical technology, residency, neurology, program director, GME, GME Policy

Bio:

Laura Stein

I have been involved in the Neurology Residency Program since 2018, and Director of the program since 2024. I teach residents on multiple inpatient services as well as in outpatient continuity clinic and stroke clinics. I also lead didactic sessions and workshops for resident onboarding and in our resident lecture series. I am particularly interested in expanding resident exposure to structured experiences in medical education and quality improvement and currently mentor multiple residents per year in medical education and quality improvement projects. In 2020, I was honored to receive the University of Pennsylvania Neurology Residents teaching award.

I received my masters in medical education from the University of Pennsylvania in 2018. I have been a member of the American Academy of Neurology (AAN) Residency-In-Training Examination Committee since 2019. I have also been a member of the American Heart Association (AHA) Stroke Professional Education Committee since 2016 and currently serve as the Vice Chair of this committee.

Clinically, I function predominantly as a neurohospitalist and attend on the stroke inpatient and consult services, the neurology ward service, and the PPMC consult service. I am dedicated to ensuring delivery of high-quality neurologic care across our system and currently am the physician co-lead for our neurovascular disease team, which spans our six-hospital network, as well as our HUP inpatient neurology unit-based quality improvement team.

Tom Pisano

I enjoy weekend bike rides with my wife, followed by trying out a new restaurant. When traveling, if possible, I always try to get in some monoskiing or scuba diving. I would also consider myself a (very) mildly competitive board gamer.

I will be pursuing a combined neurohospitalist/neuroimmunology fellowship to develop expertise in myelopathies. My research includes brain-computer interfaces, especially of the spinal cord.

Producer: Lisa Meeks

Follow Us:

X: @DocsWith

Instagram: @DocsWithDisabilities

Resources:

Disability Resource Hub: https://dl.acgme.org/pages/disability-resource-hub

Case Studies in Disability Resource Hub: https://dl.acgme.org/pages/disability-resource-hub#case_studies

UME to GME Toolkit:

https://dl.acgme.org/pages/disability-resource-hub-transitions-toolkit-introduction

Policy Toolkit: https://dl.acgme.org/pages/disability-resource-hub-policy-toolkit

Disability in Graduate Medical Education Program:

https://www.docswithdisabilities.org/digme

Link to Case Study: Coming Soon!

Interviewees: Uyen Troung, MD and Nalinda Charnsangavej, MD

Interviewer: Lisa Meeks, PhD, MA

Description:

What does it take to create true accessibility in residency training? In this episode, Dr. Lisa Meeks is joined by Dr. Uyen Truong, Chief Resident at the UT-Austin Dell Medical School Pediatric Residency Program, and Dr. Nalinda Charnsangavej, the program's Director, for a candid conversation about disability inclusion in graduate medical education.

Together, they share the story behind Dr. Truong's residency journey as a wheelchair user—from early planning and proactive accommodations to the team-wide commitment that made access possible. Listeners will hear how trust, open communication, and creative problem-solving helped dismantle barriers, and how the presence of physicians with disabilities strengthens patient care, especially for disabled children and their families.

The discussion also dives into the practical side of accommodations in GME: what an access assistant does (and doesn't do), how to navigate procedural requirements, and the role of accrediting bodies like the ACGME and the American Board of Pediatrics in supporting inclusive training.

This episode is part of the Disability Resource Hub series, made possible by the Josiah Macy Jr. Foundation Catalyst Award for Transformation in Graduate Medical Education, and offers valuable insights for program directors, residents, and anyone committed to building equitable clinical learning environments.

Transcript: https://docs.google.com/document/d/1mRUsqcVjm5oGQgPzV6tuzQxvyOH-0osSxVHeOeIC3qM/edit?usp=sharing

Key words:

Medical education, physical disability, disability research, residency, accommodations, wheelchair, SCI, medical technology, residency, pediatrics, program director, GME, GME Policy

Bio:

Uyen Truong, MD grew up in Minnesota but is currently finishing her chief year at UT Austin Dell Medical School Pediatric Residency Program. Following graduation, Uyen is going to work as a Complex Care Pediatrician back in Minnesota. Although the path has not been easy, she has always wanted to become a pediatrician and work with kids with medical complexity like herself. Through Uyen%E2%80%99s training and her own personal experiences, she has been able to help parents and children navigate the medical system. Uyen is very excited to continue working and advocating for children with disabilities and helping them achieve their goals.

Nalinda Charnsangavej, MD is an associate professor of pediatrics at the Dell Medical School at the University of Texas at Austin. She serves as the pediatric residency program director and has an interest in promoting a healthy and supportive learning environment through supporting diversity, cultivating an inclusive climate, and promoting physician well-being and resilience. She has a specific interest in raising awareness of the benefits of inclusion of individuals with disabilities in the learning environment and patient care and has supported faculty and institution development in working with trainees with disabilities. In her role as a program director, she has individually mentored many trainees and also recognizes the need to support the establishment of strong mentorship relationships for trainees, particularly those from backgrounds underrepresented in medicine. She has led program-wide efforts to foster wellbeing and resiliency amongst trainees and participates in national work-groups such as the Pediatric Resident Burnout and Resilience Study Consortium. She is interested in helping develop best practices for GME programs to enhance access and inclusion of trainees with disabilities.

Producer: Gabe Abrams and Lisa Meeks

Audio editor: Jacob Feeman

Follow Us:

X: @DocsWith

Instagram: @DocsWithDisabilities

Resources:

Disability Resource Hub: https://dl.acgme.org/pages/disability-resource-hub

Case Studies in Disability Resource Hub: https://dl.acgme.org/pages/disability-resource-hub#case_studies

UME to GME Toolkit:

https://dl.acgme.org/pages/disability-resource-hub-transitions-toolkit-introduction

Policy Toolkit: https://dl.acgme.org/pages/disability-resource-hub-policy-toolkit

Link to Case Study: Proactive Approaches for a Wheelchair User in Pediatric Residency: A Case Study for Disability Inclusion

https://www.sciencedirect.com/science/article/abs/pii/S1876285924005643

Disability in Graduate Medical Education Program:

https://www.docswithdisabilities.org/digme

Interviewer: Jasmine Lopez

Interviewees: Jennifer Biggers

Language: English & Spanish | Bilingual transcript available

Description:

In this special bilingual episode—the first ever in Spanish on the Docs With Disabilities Podcast—we explore the intersection of disability, culture, and education through the lens of a powerful personal and professional journey.

Jasmine Lopez sits down with Jennifer Biggers, M.Ed., a first-generation Latina Disability Resource Professional at the University of California, Riverside. With warmth, vulnerability, and insight, Jennifer shares how her identity as a Honduran-Ecuadorian American, former special education teacher, and parent of autistic children informs her deeply empathetic and culturally responsive approach to supporting disabled learners.

Together, they discuss:

This episode is a love letter to students navigating multiple marginalizations—and to the professionals working to ensure they thrive. Whether you're a student, educator, clinician, or ally, you'll leave this episode with new insights and a deepened appreciation for the power of culturally grounded support.

🔗 Bilingual transcript

Bio:

Jennifer Biggers is a disability specialist at the Student Disability Resource Center at University of California-Riverside. Jennifer works with students with psychological disabilities, chronic health conditions, and learning disabilities. Jennifer has ten years of experience of working in the K-12 setting with students with disabilities as a teacher and an administrator. Jennifer's expertise lies in post-secondary transition readiness and has taken this experience to UC-Riverside to develop programming for first year, transfer students, and students acquire a disability during their college experience. Jennifer currently oversees the SDRC Peer Mentor Program, Time Management Workshop Series, Accountability Study Groups, and SDRC Bootcamp for new a transfer students.

University of California-Riverside Campus is No. 1 in Social Mobility (U.S. News & World Report, 2019) and No.1 Most Transformative Colleges

Keywords:

Disability Resource Professionals (DRPs), Medical Education, Bilingual education, Latinx students in medicine, First-generation college students, Mental health stigma, Intersectionality, Culturally responsive support

Interviewer: Dr. Lisa Meeks

Interviewees:

· Abbey MacLellan

· Zachary Ford

· Marihan Farid

· RJ Roggeveen

· Michael Quon

· Lynn Ashdown

Description:

Episode 108: ICAM Panel – Facing Ableism: What's Our Role in Building Inclusion 🎙️ Live from the International Congress on Academic Medicine (ICAM)

Ableism in medicine isn't always loud—but it's everywhere. In this special live episode, host Dr. Lisa Meeks moderates a powerful conversation with residents, clinicians, and advocates who challenge the structures and assumptions that exclude disabled people from medicine.

Recorded at ICAM in Halifax, this panel features the brilliant minds behind the award-winning book Am I Ableist?—Drs. Abbey MacLellan, Marihan Farid, and Zachary Ford—alongside dynamic advocates and clinicians RJ Roggeveen, Dr. Lynn Ashdown, and Dr. Michael Quon. Together, they unpack how ableism—both overt and subtle—shows up in admissions, clinical training, patient care, and everyday interactions.

Through stories, reflections, and real-time audience engagement, the panel explores:

· How internalized and structural ableism shape perceptions and policies

· The dangers of diagnostic overshadowing and inaccessible care

· What it means to call in, not call out, and to reflect on your own biases

· Concrete examples of advocacy, inclusive design, and collective action

· Why disability pride, not just accommodation, should be the goal

This conversation is essential for anyone training, teaching, or working in healthcare. It's not just about awareness—it's about action.

🎧 Tune in, reflect honestly, and join us in reimagining a future where all bodies and minds belong in medicine.

Transcript available here: Transcript

Bio's:

🔑 Keywords

Produced by: Dr. Lisa Meeks

Digital Media: Lisa Meeks

Resources:

📚 Featured Book

📝 Academic Articles

Structural Change & Physician Inclusion

Ableism in Medical Education

Policy & Licensure

🎧 DocsWithDisabilities Podcast Episodes

🧰 Professional & Policy Resources

📦 Shared Resource Drive

📱 Social Media and More

Content Warning

This episode addresses mental health issues, including research and personal narratives on suicide. Please take care while engaging with it and only proceed if you feel safe doing so. If you, or someone you love, is having thoughts of suicide, please contact 988. Help is available.

Dr. Lisa Meeks

John Ruddell Jennifer Ruddell

Narrator

Dr. Joseph Murray

Link:

[https://docs.google.com/document/d/1aH2bYIfs63VeVnABRj4NrhpwffUjGmRSB3qaP9-bm4U/edit?usp=sharing]

Suicide Prevention Medical Education Mental Health Postvention Grief and Healing Wellness in Medicine Advocacy Systemic Reform Burnout Depression Anxiety Disabilities in Medical Training Culture

Description of Series

DWDI Special Series: Suicidality in Medical Training dives into the critical conversations around mental health, well-being, support systems, and the intense pressures faced during medical training. Through the power of storytelling, the series intertwines these broader themes with the deeply personal story of Dr. Jack Ruddell, a promising medical student who tragically died by suicide. Jack's journey—his strengths, struggles, and the complexities leading to his untimely death—forms the emotional core of this five-part series, giving voice to the loved ones often excluded from these conversations.

Alongside Jack's story, the series incorporates expert insights and data from the literature, offering a human perspective on burnout, depression, and suicide among medical trainees. With a commitment to improving mental health awareness and reducing the stigma around seeking help, the series presents a novel approach by centering personal narratives alongside expert analysis. It also explores actionable strategies for improving medical training environments and highlights the importance of institutional responses after a loss by suicide.

Our mission is to reduce shame, encourage help-seeking among medical students struggling with depression, and ensure that every medical school is aware of the postvention resources offered by the American Foundation for Suicide Prevention (AFSP).

Experts for the Series

Christine Moutier, MD – Chief Medical Officer, American Foundation for Suicide Prevention

Jessi Gold, MD – Chief Wellness Officer, University of Tennessee System; Author of How Do You Feel?

David Muller, MD – Director, Institute for Equity and Justice in Health Sciences Education; Dean Emeritus, Icahn School of Medicine at Mt. Sinai; Author of the NEJM essay, Kathryn

Srijan Sen, MD, PhD – Director, Eisenberg Family Depression Center; PI of the Intern Health Study

Justin Bullock, MD, MPH – Fellow, University of Washington; Author of the NEJM article, Suicide, Rewriting My Story

Stuart Slavin, MD, MEd – Vice President for Well-Being, ACGME

Episode Release Schedule:

September 17: Episode 102 – Honoring Dr. Jack Ruddell: A Story of Joy, Compassion, and Mental Health in Medical Training.

September 17: Episode 103 – Suicide and Suicidality in Medical Training: Understanding the Crisis and its Causes.

September 24: Episode 104 – Silent Struggles: Mental Health and Medical Education.

September 26: Episode 105 – Repairing the System: How Do We Create Safe Environments?

September 30: Episode 106 – Responding to Loss: Postvention and Support After a Suicide.

Executive Producers:

Lisa Meeks

Rylee Betchkal

John Ruddell

Jennifer Ruddell

Sound production:

Jacob Feeman

Mark Koha

Next Day Podcast

Consult Psychiatrist

Joseph Murray, MD

Resources:

24/7 Suicide & Crisis Hotline Call or text 988 or chat 988lifeline.org.

The American Foundation for Suicide Prevention

https://afsp.org

Intern Health Study

https://www.internhealthstudy.org

https://www.srijan-sen-lab.com/intern-health-study

How are you? By Jessi Gold

https://www.drjessigold.com/how-do-you-feel-book-by-jessi-gold-md/

Make the Difference: Preventing Medical Trainee Suicide

https://www.youtube.com/watch?app=desktop&v=I9GRxF9qEBA&feature=youtu.be

Time to Talk About It: Physician Depression and Suicide" Video/Discussion Session for Interns, Residents, and Fellows

https://www.mededportal.org/doi/10.15766/mep_2374-8265.10508

Action Collaborative on Clinician Well-Being and Resilience

National Academy of Medicine

https://nam.edu/action-collaborative-on-clinician-well-being-and-resilience-network-organizations/

Jennifer and Jack Ruddell Essay in JAMA Internal Medicine

https://jamanetwork.com/journals/jamainternalmedicine/article-abstract/2829194

Dr. Lotte Dyrbye Invited Commentary responding to the Ruddell's essay

https://jamanetwork.com/journals/jamainternalmedicine/article-abstract/2829200

Content Warning:

This content addresses mental health issues, including research and narratives on suicide. Please take care while engaging with it and only proceed if you feel safe doing so. If you, or someone you love, is having thoughts of suicide, please contact 988. Help is available.

Interviewer

Interviewees

Narrator

Transcript

Keywords: Suicide, Postvention, Prevention, Aftermath, Proactive, Support, Parents, Peers, Memorial, Staffing, Response from School, Medical School, Depression, Mental Health, Support, Trauma, Depression, Anxiety, Self-compassion, Disabilities, Medical education, Crisis response, Contagion, Memorial service

Description

In this poignant fifth episode of the series on suicidality in medical training, John and Jennifer Ruddell share their heartbreaking journey after losing their son, Jack, to suicide during his medical education. The discussion focuses on how institutions can respond in the aftermath of such tragedies, with an emphasis on the AFSP Postvention Toolkit, which offers compassionate and actionable guidance for schools. The episode underscores the importance of fostering open conversations around mental health, implementing proactive institutional support, and creating environments that encourage students to seek help.

Join the conversation by sharing this episode and participating in discussions to help protect and support future healthcare providers.

Description of Series

DWDI Special Series: Suicidality in Medical Training dives into the critical conversations around mental health, well-being, support systems, and the intense pressures faced during medical training. Through the power of storytelling, the series intertwines these broader themes with the deeply personal story of Dr. Jack Ruddell, a promising medical student who tragically died by suicide. Jack's journey—his strengths, struggles, and the complexities leading to his untimely death—forms the emotional core of this five-part series, giving voice to the loved ones often excluded from these conversations.

Alongside Jack's story, the series incorporates expert insights and data from the literature, offering a human perspective on burnout, depression, and suicide among medical trainees. With a commitment to improving mental health awareness and reducing the stigma around seeking help, the series presents a novel approach by centering personal narratives alongside expert analysis. It also explores actionable strategies for improving medical training environments and highlights the importance of institutional responses after a loss by suicide.

Our mission is to reduce shame, encourage help-seeking among medical students struggling with depression, and ensure that every medical school is aware of the postvention resources offered by the American Foundation for Suicide Prevention (AFSP).

Experts for the Series

Christine Moutier, MD – Chief Medical Officer, American Foundation for Suicide Prevention

Jessi Gold, MD – Chief Wellness Officer, University of Tennessee System; Author of How Do You Feel?

David Muller, MD – Director, Institute for Equity and Justice in Health Sciences Education; Dean Emeritus, Icahn School of Medicine at Mt. Sinai; Author of the NEJM essay, Kathryn

Srijan Sen, MD, PhD – Director, Eisenberg Family Depression Center; PI of the Intern Health Study

Justin Bullock, MD, MPH – Fellow, University of Washington; Author of the NEJM article, Suicide, Rewriting My Story

Stuart Slavin, MD, MEd – Vice President for Well-Being, ACGME

Episode Release Schedule:

September 17: Episode 102 – Honoring Dr. Jack Ruddell: A Story of Joy, Compassion, and Mental Health in Medical Training.

September 17: Episode 103 – Suicide and Suicidality in Medical Training: Understanding the Crisis and its Causes.

September 24: Episode 104 – Silent Struggles: Mental Health and Medical Education.

September 26: Episode 105 – Repairing the System: How Do We Create Safe Environments?

September 30: Episode 106 – Responding to Loss: Postvention and Support After a Suicide.

Executive Producers:

Lisa Meeks

Rylee Betchkal

John Ruddell

Jennifer Ruddell

Sound production:

Jacob Feeman

Mark Koha

Next Day Podcast

Consult Psychiatrist

Joseph Murray, MD

Resources:

24/7 Suicide & Crisis Hotline Call or text 988 or chat 988lifeline.org.

The American Foundation for Suicide Prevention

https://afsp.org

Intern Health Study

https://www.internhealthstudy.org

https://www.srijan-sen-lab.com/intern-health-study

How are you? By Jessi Gold

https://www.drjessigold.com/how-do-you-feel-book-by-jessi-gold-md/

Make the Difference: Preventing Medical Trainee Suicide

https://www.youtube.com/watch?app=desktop&v=I9GRxF9qEBA&feature=youtu.be

Time to Talk About It: Physician Depression and Suicide" Video/Discussion Session for Interns, Residents, and Fellows

https://www.mededportal.org/doi/10.15766/mep_2374-8265.10508

Action Collaborative on Clinician Well-Being and Resilience

National Academy of Medicine

https://nam.edu/action-collaborative-on-clinician-well-being-and-resilience-network-organizations/

Content Warning:

This content addresses mental health issues, including research and narratives on suicide. Please take care while engaging with it and only proceed if you feel safe doing so. If you, or someone you love, is having thoughts of suicide, please contact 988. Help is available.

Interviewer: Lisa Meeks

Interviewees

John Ruddell

Jennifer Ruddell

Roja (friend of Jack Ruddell)

Dr. Stuart Slavin

Dr. Christine Moutier

Dr. Srijan Sen

Dr. David Muller

Dr. Justin Bullock

Dr. Jessi Gold

Narrator

Dr. Joseph Murray

Transcript

Keywords: Mental health, Medical training, Stress, Well-being, Jack Ruddell, Depression, Suicidality, Financial counseling, Career counseling, Transferable skills, Medical errors, Medical culture, Opt-Out, Trust, Vulnerability, Open Discussions, Sharing Stories

Description

In this episode, we address the urgent issue of suicidality in medical training, reflecting on the personal and systemic challenges that contribute to this crisis. Building on episodes 102, 103, and 104, we continue to explore the deep impact of these challenges.

We begin by examining the need to address both individual and systemic factors, emphasizing the importance of cultural shifts within medical environments and advocating for meaningful systems change.

As the episode concludes, our experts highlight actionable steps medical schools can take to better support mental health, including fostering open dialogue, ensuring accessible resources, and creating a culture of vulnerability. In memory of Dr. Jack Rudell, we close with a piece of his music—a poignant reminder of the personal nature of this issue and the critical need to keep every trainee's light shining.

Description of Series

DWDI Special Series: Suicidality in Medical Training dives into the critical conversations around mental health, well-being, support systems, and the intense pressures faced during medical training. Through the power of storytelling, the series intertwines these broader themes with the deeply personal story of Dr. Jack Ruddell, a promising medical student who tragically died by suicide. Jack's journey—his strengths, struggles, and the complexities leading to his untimely death—forms the emotional core of this five-part series, giving voice to the loved ones often excluded from these conversations.

Alongside Jack's story, the series incorporates expert insights and data from the literature, offering a human perspective on burnout, depression, and suicide among medical trainees. With a commitment to improving mental health awareness and reducing the stigma around seeking help, the series presents a novel approach by centering personal narratives alongside expert analysis. It also explores actionable strategies for improving medical training environments and highlights the importance of institutional responses after a loss by suicide.

Our mission is to reduce shame, encourage help-seeking among medical students struggling with depression, and ensure that every medical school is aware of the postvention resources offered by the American Foundation for Suicide Prevention (AFSP).

Experts for the Series

Christine Moutier, MD – Chief Medical Officer, American Foundation for Suicide Prevention

Jessi Gold, MD – Chief Wellness Officer, University of Tennessee System; Author of How Do You Feel?

David Muller, MD – Director, Institute for Equity and Justice in Health Sciences Education; Dean Emeritus, Icahn School of Medicine at Mt. Sinai; Author of the NEJM essay, Kathryn

Srijan Sen, MD, PhD – Director, Eisenberg Family Depression Center; PI of the Intern Health Study

Justin Bullock, MD, MPH – Fellow, University of Washington; Author of the NEJM article, Suicide, Rewriting My Story

Stuart Slavin, MD, MEd – Vice President for Well-Being, ACGME

Episode Release Schedule:

September 17: Episode 102 – Honoring Dr. Jack Ruddell: A Story of Joy, Compassion, and Mental Health in Medical Training.

September 17: Episode 103 – Suicide and Suicidality in Medical Training: Understanding the Crisis and its Causes.

September 24: Episode 104 – Silent Struggles: Mental Health and Medical Education.

September 26: Episode 105 – Repairing the System: How Do We Create Safe Environments?

September 30: Episode 106 – Responding to Loss: Postvention and Support After a Suicide.

Executive Producers:

Lisa Meeks

Rylee Betchkal

John Ruddell

Jennifer Ruddell

Sound production:

Jacob Feeman

Mark Koha

Next Day Podcast

Consult Psychiatrist

Joseph Murray, MD

Resources:

24/7 Suicide & Crisis Hotline Call or text 988 or chat 988lifeline.org.

The American Foundation for Suicide Prevention

https://afsp.org

Intern Health Study

https://www.internhealthstudy.org

https://www.srijan-sen-lab.com/intern-health-study

How are you? By Jessi Gold

https://www.drjessigold.com/how-do-you-feel-book-by-jessi-gold-md/

Make the Difference: Preventing Medical Trainee Suicide

https://www.youtube.com/watch?app=desktop&v=I9GRxF9qEBA&feature=youtu.be

Time to Talk About It: Physician Depression and Suicide" Video/Discussion Session for Interns, Residents, and Fellows

https://www.mededportal.org/doi/10.15766/mep_2374-8265.10508

Action Collaborative on Clinician Well-Being and Resilience

National Academy of Medicine

https://nam.edu/action-collaborative-on-clinician-well-being-and-resilience-network-organizations/

References:

Hogan, W. B., Del Re, A. M., & Daniels, A. H. (2021). A Voice, Singing: Reflections on Losing a Colleague to Suicide. Rhode Island Medical Journal, 104(6), 68-69.

Knaak, S., Mantler, E., & Szeto, A. (2017, March). Mental illness-related stigma in healthcare: Barriers to access and care and evidence-based solutions. In Healthcare management forum (Vol. 30, No. 2, pp. 111-116). Sage CA: Los Angeles, CA: SAGE Publications.

Malone, T. L., Zhao, Z., Liu, T. Y., Song, P. X., Sen, S., & Scott, L. J. (2021). Prediction of suicidal ideation risk in a prospective cohort study of medical interns. PLoS One, 16(12), e0260620.

Meeks, L. M., Cleary, J., Horwitz, A., Pereira-Lima, K., Zhao, Z., Fang, Y., & Sen, S. (2022). Analysis of depressive symptoms and perceived impairment among physicians across intern year. JAMA Network Open, 5(1), e2144919-e2144919.

Slavin, S. J., & Chibnall, J. T. (2016). Finding the why, changing the how: improving the mental health of medical students, residents, and physicians. Academic Medicine, 91(9), 1194-1196.

Tandon MD, H. K., Kratochvil, M. D., Taylor, J., Keiser, M. S., LIMHP, K. L., Kent BS, N. J., ... & Gold, J. P. (2024). UNMC Quick Checks: An "Opt-Out" Model for Health Profession Student Appointments with Mental Health Counseling Services. Innovations in Health Sciences Education Journal, 2(1), 2.

Content Warning:

This content addresses mental health issues, including research and narratives on suicide. Please take care while engaging with it and only proceed if you feel safe doing so. If you, or someone you love, is having thoughts of suicide, please contact 988. Help is available.

Episode 104: Silent Struggles – Mental Health and Medical Education

Interviewer

Lisa Meeks

Interviewees

John Ruddell

Jennifer Ruddell

Roja (friend of Jack Ruddell)

Dr. David Muller

Dr. Justin Bullock

Dr. Jessi Gold

Dr. Cathryn Lapedis

Narrator

Dr. Joseph Murray

Transcript

Keywords: Mental health, Medical training, Stress, Well-being, Competitive environments, Performance, Self-care, High-stakes exams, Residency match, Learners with disabilities, Jack Ruddell, Depression, Suicidality, Dr. Jessi Gold, Dr. Justin Bullock, Dr. David Muller, Imposter syndrome, Research, Publications, Fitness for duty, COVID pandemic, Identity, Physician identity, Self-harm, Vulnerability, Stigma, USMLE Step 1, Dr. Cathryn Lapedis, Docs with Disabilities

Description

In this deeply impactful third episode of our series on mental health and suicide in medical training, we delve into the unique pressures and challenges that medical students face including high stakes exams, aggressions in training, lack of safety, and fear of help seeking. This episode is a continuation of our exploration into how the demanding environment of medical education can contribute to mental health struggles, including depression and suicidality.

Description of Series

DWDI Special Series: Suicidality in Medical Training dives into the critical conversations around mental health, well-being, support systems, and the intense pressures faced during medical training. Through the power of storytelling, the series intertwines these broader themes with the deeply personal story of Dr. Jack Ruddell, a promising medical student who tragically died by suicide. Jack's journey—his strengths, struggles, and the complexities leading to his untimely death—forms the emotional core of this five-part series, giving voice to the loved ones often excluded from these conversations.

Alongside Jack's story, the series incorporates expert insights and data from the literature, offering a human perspective on burnout, depression, and suicide among medical trainees. With a commitment to improving mental health awareness and reducing the stigma around seeking help, the series presents a novel approach by centering personal narratives alongside expert analysis. It also explores actionable strategies for improving medical training environments and highlights the importance of institutional responses after a loss by suicide.

Our mission is to reduce shame, encourage help-seeking among medical students struggling with depression, and ensure that every medical school is aware of the postvention resources offered by the American Foundation for Suicide Prevention (AFSP).

Experts for the Series

Christine Moutier, MD – Chief Medical Officer, American Foundation for Suicide Prevention

Jessi Gold, MD – Chief Wellness Officer, University of Tennessee System; Author of How Do You Feel?

David Muller, MD – Director, Institute for Equity and Justice in Health Sciences Education; Dean Emeritus, Icahn School of Medicine at Mt. Sinai; Author of the NEJM essay, Kathryn

Srijan Sen, MD, PhD – Director, Eisenberg Family Depression Center; PI of the Intern Health Study

Justin Bullock, MD, MPH – Fellow, University of Washington; Author of the NEJM article, Suicide, Rewriting My Story

Stuart Slavin, MD, MEd – Vice President for Well-Being, ACGME

Episode Release Schedule:

September 17: Episode 102 – Honoring Dr. Jack Ruddell: A Story of Joy, Compassion, and Mental Health in Medical Training.

September 17: Episode 103 – Suicide and Suicidality in Medical Training: Understanding the Crisis and its Causes.

September 24: Episode 104 – Silent Struggles: Mental Health and Medical Education.

September 26: Episode 105 – Repairing the System: How Do We Create Safe Environments?

September 30: Episode 106 – Responding to Loss: Postvention and Support After a Suicide.

Executive Producers:

Sound production:

Consult Psychiatrist

Resources:

24/7 Suicide & Crisis Hotline Call or text 988 or chat 988lifeline.org.

The American Foundation for Suicide Prevention

https://afsp.org

Intern Health Study

https://www.internhealthstudy.org

https://www.srijan-sen-lab.com/intern-health-study

How are you? By Jessi Gold

https://www.drjessigold.com/how-do-you-feel-book-by-jessi-gold-md/

Make the Difference: Preventing Medical Trainee Suicide

https://www.youtube.com/watch?app=desktop&v=I9GRxF9qEBA&feature=youtu.be

Time to Talk About It: Physician Depression and Suicide" Video/Discussion Session for Interns, Residents, and Fellows

https://www.mededportal.org/doi/10.15766/mep_2374-8265.10508

Action Collaborative on Clinician Well-Being and Resilience

National Academy of Medicine

https://nam.edu/action-collaborative-on-clinician-well-being-and-resilience-network-organizations/

References:

Lapedis CJ. Murky water. Annals of Internal Medicine. 2018 Sep 18;169(6):415-6.

Meeks, L. M., Case, B., Stergiopoulos, E., Evans, B. K., & Petersen, K. H. (2021). Structural barriers to student disability disclosure in US-allopathic medical schools. Journal of Medical Education and Curricular Development, 8, 23821205211018696.

Mirza, A. A., Baig, M., Beyari, G. M., Halawani, M. A., & Mirza, A. A. (2021). Depression and anxiety among medical students: a brief overview. Advances in Medical Education and Practice, 393-398.

Rotenstein, L. S., Ramos, M. A., Torre, M., Segal, J. B., Peluso, M. J., Guille, C., ... & Mata, D. A. (2016). Prevalence of depression, depressive symptoms, and suicidal ideation among medical students: a systematic review and meta-analysis. Jama, 316(21), 2214-2236.

Content Warning:

This content addresses mental health issues, including research and narratives on suicide. Please take care while engaging with it and only proceed if you feel safe doing so. If you, or someone you love, is having thoughts of suicide, please contact 988. Help is available.

Episode 103: Suicidality in Medical Training: Understanding the Crisis and its Causes.

Interviewer

Lisa Meeks

Interviewees

John Ruddell

Jennifer Ruddell

Roja (friend of Jack Ruddell)

Dr. Christine Moutier

Dr. Srijan Sen

Dr. Justin Bullock

Dr. Jessi Gold

Narrator

Dr. Joseph Murray

Transcript

Keywords: Suicide, Death, Mental health, Jack Ruddell, Medical training, Depression, Suicidality, Burnout, Anxiety, Medical trainees, American Foundation for Suicide Prevention, Tourette's, Disabilities, Medical education, Medical school, Discrimination, Academic pressure, Clinical practice, Imposter syndrome, Perfectionism, Shame, Mental disability, Learning challenges, Accommodations, High-stakes testing, Inclusivity, Stigma

Description

In the second episode of our series on medical training and suicide, we explore the mental health crisis through the story of Jack Ruddell, a medical student who died by suicide. The episode delves into the pressures, stigmas, and barriers that prevent trainees from seeking help, combining expert insights with personal narratives. We also hear from Jack's partner and parents, who stress the need for systemic change and de-stigmatization of mental health struggles in medical education.

Description of Series

DWDI Special Series: Suicidality in Medical Training dives into the critical conversations around mental health, well-being, support systems, and the intense pressures faced during medical training. Through the power of storytelling, the series intertwines these broader themes with the deeply personal story of Dr. Jack Ruddell, a promising medical student who tragically died by suicide. Jack's journey—his strengths, struggles, and the complexities leading to his untimely death—forms the emotional core of this five-part series, giving voice to the loved ones often excluded from these conversations.

Alongside Jack's story, the series incorporates expert insights and data from the literature, offering a human perspective on burnout, depression, and suicide among medical trainees. With a commitment to improving mental health awareness and reducing the stigma around seeking help, the series presents a novel approach by centering personal narratives alongside expert analysis. It also explores actionable strategies for improving medical training environments and highlights the importance of institutional responses after a loss by suicide.

Our mission is to reduce shame, encourage help-seeking among medical students struggling with depression, and ensure that every medical school is aware of the postvention resources offered by the American Foundation for Suicide Prevention (AFSP).

Experts for the Series

Christine Moutier, MD – Chief Medical Officer, American Foundation for Suicide Prevention

Jessi Gold, MD – Chief Wellness Officer, University of Tennessee System; Author of How Do You Feel?

David Muller, MD – Director, Institute for Equity and Justice in Health Sciences Education; Dean Emeritus, Icahn School of Medicine at Mt. Sinai; Author of the NEJM essay, Kathryn

Srijan Sen, MD, PhD – Director, Eisenberg Family Depression Center; PI of the Intern Health Study

Justin Bullock, MD, MPH – Fellow, University of Washington; Author of the NEJM article, Suicide, Rewriting My Story

Stuart Slavin, MD, MEd – Vice President for Well-Being, ACGME

Episode Release Schedule:

September 17: Episode 102 – Honoring Dr. Jack Ruddell: A Story of Joy, Compassion, and Mental Health in Medical Training.

September 17: Episode 103 – Suicidality in Medical Training: Understanding the Crisis and its Causes.

September 24: Episode 104 – Silent Struggles: Mental Health and Medical Education.

September 26: Episode 105 – Repairing the System: How Do We Create Safe Environments?

September 30: Episode 106 – Responding to Loss: Postvention and Support After a Suicide.

Executive Producers:

Sound production:

Consult Psychiatrist

Resources:

24/7 Suicide & Crisis Hotline Call or text 988 or chat 988lifeline.org.

The American Foundation for Suicide Prevention

https://afsp.org

Intern Health Study

https://www.internhealthstudy.org

https://www.srijan-sen-lab.com/intern-health-study

How are you? By Jessi Gold

https://www.drjessigold.com/how-do-you-feel-book-by-jessi-gold-md/

Make the Difference: Preventing Medical Trainee Suicide

https://www.youtube.com/watch?app=desktop&v=I9GRxF9qEBA&feature=youtu.be

Time to Talk About It: Physician Depression and Suicide: Video/Discussion Session for Interns, Residents and Fellows

https://www.mededportal.org/doi/10.15766/mep_2374-8265.10508

Action Collaborative on Clinician Well-Being and Resilience

National Academy of Medicine

https://nam.edu/action-collaborative-on-clinician-well-being-and-resilience-network-organizations/

Suggested Readings

Baker, K., Warren, R., Abelson, J. L., & Sen, S. (2017). Physician mental health: depression and anxiety. Physician Mental Health and Well-Being: Research and Practice, 131-150.

Brådvik, L. (2018). Suicide risk and mental disorders. International journal of environmental research and public health, 15(9), 2028.

Bullock, J. L. (2020). Suicide—rewriting my story. New England Journal of Medicine, 382(13), 1196-1197.

Centers for Disease Control and Prevention. (2022). Web-based Injury Statistics Query and Reporting System (WISQARS) Fatal Injury Reports. https://webappa.cdc.gov/sasweb/ncipc/mortrate.html

Centers for Disease Control and Prevention. (2022). Web-based Injury Statistics Query and Reporting System (WISQARS) Fatal Injury Reports. https://webappa.cdc.gov/sasweb/ncipc/mortrate.html

Goldman, M. L., Shah, R. N., & Bernstein, C. A. (2015). Depression and suicide among physician trainees: recommendations for a national response. JAMA psychiatry, 72(5), 411-412.

Halperin, S. J., Henderson, M. N., Prenner, S., & Grauer, J. N. (2021). Prevalence of anxiety and depression among medical students during the Covid-19 pandemic: a cross-sectional study. Journal of medical education and curricular development, 8, 2382120521991150.

Hampton, T. (2005). Experts address risk of physician suicide. Jama, 294(10), 1189-1191.

Malone, T. L., Zhao, Z., Liu, T. Y., Song, P. X., Sen, S., & Scott, L. J. (2021). Prediction of suicidal ideation risk in a prospective cohort study of medical interns. PLoS One, 16(12), e0260620.

Rotenstein, L. S., Ramos, M. A., Torre, M., Segal, J. B., Peluso, M. J., Guille, C., ... & Mata, D. A. (2016). Prevalence of depression, depressive symptoms, and suicidal ideation among medical students: a systematic review and meta-analysis. Jama, 316(21), 2214-2236.

Schernhammer, E. S., & Colditz, G. A. (2004). Suicide rates among physicians: a quantitative and gender assessment (meta-analysis). American Journal of Psychiatry, 161(12), 2295-2302.

U.S. Department of Health and Human Services. (n.d.). Major depression. National Institute of Mental Health. https://www.nimh.nih.gov/health/statistics/major-depression

Warning:

This content addresses mental health issues, including research and narratives on suicide. Please take care while engaging with it and only proceed if you feel safe doing so. If you, or someone you love, is having thoughts of suicide, please contact 988. Help is available.

Interviewer

Lisa Meeks

Interviewees

John Ruddell

Jennifer Ruddell

Roja (friend of Jack Ruddell)

Dr. Christine Moutier

Dr. Jessi Gold

Narrator

Dr. Joseph Murray

Description

In this deeply moving episode, host Lisa Meeks introduces a special series dedicated to exploring the mental health crisis among medical trainees, with a focus on the tragic story of Dr. Jack Ruddell. Joined by Jack's parents, John and Jennifer Ruddell, and his close friend Roja, we delve into Jack's life, his struggles with depression and anxiety, and the immense pressures faced by medical students.

Dr. Joseph Murray, a psychiatrist at Weill Cornell Medical College, provides expert insights into the high rates of burnout, depression, and suicide in the medical field. We also hear from Dr. Christine Moutier, Chief Medical Officer of the American Foundation for Suicide Prevention, and Dr. Jessie Gold, a respected psychiatrist and author, who discuss the unique challenges and cultural issues within medical training that contribute to mental health struggles.

This episode aims to reduce the stigma surrounding mental health issues, encourage medical learners to seek help, and advocate for systemic changes in medical education to foster a more supportive and compassionate environment.

Description of Series

DWDI Special Series: Suicidality in Medical Training dives into the critical conversations around mental health, well-being, support systems, and the intense pressures faced during medical training. Through the power of storytelling, the series intertwines these broader themes with the deeply personal story of Dr. Jack Ruddell, a promising medical student who died by suicide. Jack's journey—his strengths, struggles, and the complexities leading to his untimely death—forms the emotional core of this five-part series, giving voice to the loved ones often excluded from these conversations.

Alongside Jack's story, the series incorporates expert insights and data from the literature, offering a human perspective on burnout, depression, and suicide among medical trainees. With a commitment to improving mental health awareness and reducing the stigma around seeking help, the series presents a novel approach by centering personal narratives alongside expert analysis. It also explores actionable strategies for improving medical training environments and highlights the importance of institutional responses after a loss by suicide.

Our mission is to reduce shame, encourage help-seeking among medical students struggling with depression, and ensure that every medical school is aware of the postvention resources offered by the American Foundation for Suicide Prevention (AFSP).

Experts for the Series

Christine Moutier, MD – Chief Medical Officer, American Foundation for Suicide Prevention

Jessi Gold, MD – Chief Wellness Officer, University of Tennessee System; Author of How Do You Feel?

David Muller, MD – Director, Institute for Equity and Justice in Health Sciences Education; Dean Emeritus, Icahn School of Medicine at Mt. Sinai; Author of the NEJM essay, Kathryn

Srijan Sen, MD, PhD – Director, Eisenberg Family Depression Center; PI of the Intern Health Study

Justin Bullock, MD, MPH – Fellow, University of Washington; Author of the NEJM article, Suicide, Rewriting My Story

Stuart Slavin, MD, MEd – Vice President for Well-Being, ACGME

Executive Producers:

Sound production:

Consult Psychiatrist

Episode Release Schedule:

September 17: Episode 102 – Honoring Dr. Jack Ruddell: A Story of Joy, Compassion, and Mental Health in Medical Training.

September 17: Episode 103 – Suicide and Suicidality in Medical Training: Understanding the Crisis and its Causes.

September 24: Episode 104 – Silent Struggles: Mental Health and Medical Education.

September 26: Episode 105 – Repairing the System: How Do We Create Safe Environments?

September 30: Episode 106 – Responding to Loss: Postvention and Support After a Suicide.

Transcript

Keywords: Suicide, Death, Mental health, Jack Ruddell, Medical training, Depression, Suicidality, Burnout, Anxiety, Medical trainees, American Foundation for Suicide Prevention, Tourette's, Disabilities, Medical education, Medical school, Discrimination, Academic pressure, Clinical practice, Imposter syndrome, Perfectionism, Shame, Mental disability, Learning challenges, Accommodations, High-stakes testing, Inclusivity, Stigma

Resources:

24/7 Suicide & Crisis Hotline, call or text 988 or chat 988lifeline.org.

How are you? By Jessi Gold

National Office for Suicide Prevention: Language and suicide

The American Foundation for Suicide Prevention

References

Johnson KM, Slavin SJ, Takahashi TA. Excellent vs Excessive: Helping Trainees Balance Performance and Perfectionism. J Grad Med Educ. 2023 Aug;15(4):424-427. doi: 10.4300/JGME-D-23-00003.1. PMID: 37637342; PMCID: PMC10449346.

Bynum WE 4th, W Teunissen P, Varpio L. In the "Shadow of Shame": A Phenomenological Exploration of the Nature of Shame Experiences in Medical Students. Acad Med. 2021 Nov 1;96(11S):S23-S30. doi: 10.1097/ACM.0000000000004261. PMID: 34348391.

Jain, Neera R. PhD, MS1; Stergiopoulos, Erene MD, MA2; Addams, Amy3; Moreland, Christopher J. MD, MPH4; Meeks, Lisa M. PhD, MA5. "We Need a Seismic Shift": Disabled Student Perspectives on Disability Inclusion in U.S. Medical Education. Academic Medicine ():10.1097/ACM.0000000000005842, August 8, 2024. | DOI: 10.1097/ACM.0000000000005842

Meeks LM, Jain NR. Accessibility, Inclusion, and Action in Medical Education: Lived Experiences of Learners and Physicians with Disabilities. Washington, DC: Association of American Medical Colleges; 2018. Retrieved on September 14, 2024 from: https://store.aamc.org/accessibility-inclusion-and-action-in-medical-education-lived-experiences-of-learners-and-physicians-with-disabilities.html.

Meeks, L. M., Pereira‐Lima, K., Plegue, M., Jain, N. R., Stergiopoulos, E., Stauffer, C., ... & Moreland, C. J. (2023). Disability, program access, empathy and burnout in US medical students: A national study. Medical education, 57(6), 523-534.

Recommended Readings:

Almutairi, H., Alsubaiei, A., Abduljawad, S., Alshatti, A., Fekih-Romdhane, F., Husni, M., & Jahrami, H. (2022). Prevalence of burnout in medical students: A systematic review and meta-analysis. International Journal of Social Psychiatry, 68(6), 1157-1170.

Enns MW & Cox B. (2002) The Nature and Assessment of Perfectionism: A Critical Analysis. In: Flett GL, Hewitt PL, eds. Perfectionism: Theory, Research, and Treatment. American Psychological Association, 33-62.

Goldman, M. L., Shah, R. N., & Bernstein, C. A. (2015). Depression and suicide among physician trainees: recommendations for a national response. JAMA psychiatry, 72(5), 411-412.

Johnson, K. M., Slavin, S. J., & Takahashi, T. A. (2023). Excellent vs excessive: helping trainees balance performance and perfectionism. Journal of Graduate Medical Education, 15(4), 424-427.

Meeks, L. M., Conrad, S. S., Nouri, Z., Moreland, C. J., Hu, X., & Dill, M. J. (2022). Patient And Coworker Mistreatment Of Physicians With Disabilities: Study examines mistreatment of physicians with disabilities. Health Affairs, 41(10), 1396-1402.

Mirza, A. A., Baig, M., Beyari, G. M., Halawani, M. A., & Mirza, A. A. (2021). Depression and anxiety among medical students: a brief overview. Advances in Medical Education and Practice, 393-398.

Pereira-Lima, K., Meeks, L. M., Ross, K. E., Marcelin, J. R., Smeltz, L., Frank, E., & Sen, S. (2023). Barriers to disclosure of disability and request for accommodations among first-year resident physicians in the US. JAMA Network Open, 6(5), e239981-e239981.

Meeks LM, Ramsey J, Lyons M, Spencer AL, Lee WW. Wellness and work: mixed messages in residency training. J Gen Intern Med. 2019;34(7):1352-1355. PMID: 30924087

Meeks LM, Stergiopoulos E, Petersen KH. Institutional Accountability for Students With Disabilities: A Call for Liaison Committee on Medical Education Action. Acad Med. 2021 Oct. PMID: 34670236

Interviewer: Dr. Lisa Meeks

Interviewees:

Dr. Sophia Kahn: Associate Professor and Director of Student Affairs at CU Anschutz School of Dental Medicine.

Dr. Rick Mediavilla: Associate Dean of Student Affairs and Admissions at the University of Colorado School of Dental Medicine.

Dr. Derrick Bisnett: Oral Maxillofacial Radiologist and CU Anschutz alumnus.

Description:

In Episode 101, we explore the inspiring journey of Dr. Derek Bisnett, an oral and maxillofacial radiologist who graduated from the CU Anschutz School of Dental Medicine. Dr. Bisnett, who uses a wheelchair, shares his unique experiences navigating dental school and the healthcare profession as a person with a disability, offering valuable insights into the challenges and triumphs along the way.

Joining us are Dr. Sophia Kahn, Associate Professor and Director of Student Affairs at CU Anschutz, and Rick Mediavilla, Dean of Student Affairs and Admissions at the University of Colorado School of Dental Medicine. Together, they provide an inside look at the admissions process and discuss the school's commitment to inclusivity and accommodations for students with disabilities.

We wrap up the episode by reflecting on the positive impact of Dr. Bisnett's journey on the CU Anschutz community and the dental profession at large. Dr. Kahn and Rick Medavia share their final thoughts on the importance of inclusivity and the lessons learned from working with Dr. Bisnett.

Join us for this enlightening conversation that challenges assumptions, highlights resilience, and underscores the importance of inclusivity in dental education.

Transcript available here: Transcript

Bio's:

Dr. Mediavilla received his dental degree from the University of Colorado School of Dentistry and completed his General Practice Residency at the University of Colorado Hospital. Dr. Mediavilla is currently the Associate Dean for Admissions, Student and Alumni Affairs, in addition to being a Clinical Associate Professor in the Department of Restorative Dentistry. Dr. Mediavilla maintains membership in: the American Dental Association, the Colorado Dental Association, the American Dental Education Association, Omicron Kappa Upsilon, the Pierre Fauchard Academy, and is a Fellow of the Academy of General Dentistry.

Keywords: Wheelchair, Dental Education, DocsWithDisabilities, Accommodations, Disability Inclusion, Journal of Dental Education, Oral Maxillofacial Radiologist, Disability, Dental School, UC Anschutz

Produced by: Dr. Lisa Meeks

Digital Media: Lisa Meeks

Listen to the full episode now and don't forget to like, comment, and subscribe for more insightful conversations!

Follow Us:

Twitter: @DocsWith

Instagram: @DocsWithDisabilities

Resources: A number of resources were provided for this series, they are all listed in the transcript.

Articles:

https://onlinelibrary.wiley.com/doi/10.1002/jdd.13409

https://onlinelibrary.wiley.com/doi/full/10.1002/jdd.13443

Interviewer:

Lisa Meeks

Interviewees:

David J. Skorton, MD, President and CEO of the AAMC

Amy Addams, Director of Student Affairs, Alignment and Holistic Review at AAMC

Mytien Nguyen, Researcher and MD-PhD student at Yale

Description:

In this milestone episode, host Lisa Meeks interviews leaders from the AAMC and a medical student to tackle the critical issues of burnout, mental health, and disability inclusion in medical education. The conversation provides an overview on the current state of burnout and well-being among medical students, residents, and fellows, while also highlighting the AAMC's efforts to address these challenges through targeted initiatives and collaborations.

The interviewees stress the importance of supporting the well-being of traditionally underrepresented and marginalized groups in medicine, including individuals with disabilities. The episode further explores strategies for improving program access and fostering inclusive environments for disabled students, with a particular focus on the impact of intersectionality on medical student well-being, informed by a pivotal study on burnout at the intersection of race and disability. This episode is essential listening for anyone committed to the future of medical education and the well-being of its community. Don't miss this special celebration of 100 episodes!

Transcript

Keywords: AAMC, URiM, Disability, Accommodations, Policy, Intersectionality, David J Skorton, DocsWithDisabilities, Medical Students, Wellbeing, Depression, Burnout

Bios:

David J. Skorton, MD

President and CEO, Association of American Medical Colleges

David Skorton, MD, is president and CEO of the Association of American Medical Colleges (AAMC), which represents the nation's medical schools, teaching hospitals and health systems, and academic societies. He began his leadership of the AAMC in July 2019 after a distinguished career in government, higher education, and medicine. Previously, Dr. Skorton served as the 13th secretary of the Smithsonian Institution, where he oversaw 19 museums, 21 libraries, the National Zoo, numerous research centers, and education programs. Prior to that, he served as president of two universities: Cornell University (2006 to 2015) and the University of Iowa (2003 to 2006), where he also served on the faculty for 26 years and specialized in the treatment of adolescents and adults with congenital heart disease. A pioneer of cardiac imaging and computer processing techniques, he also was co-director and co-founder of the University of Iowa Adolescent and Adult Congenital Heart Disease Clinic. A distinguished professor at Georgetown University, Dr. Skorton is an elected member of the National Academy of Medicine, the American Academy of Arts and Sciences, and the American Philosophical Society, as well as a lifetime member of the Council on Foreign Relations and a fellow of the American Association for the Advancement of Science. Dr. Skorton earned his BA and MD degrees from Northwestern University. He completed his medical residency and fellowship in cardiology and was chief medical resident at the University of California, Los Angeles.

Amy Addams

Director, Student Affairs Alignment and Holistic Review; AAMC

Ms. Addams is a diversity, equity, and inclusion expert, change management professional, researcher, and author. She has robust experience in both higher education and in the not-for-profit space. Her work focuses on creating and sustaining equitable and inclusive systems, cultures, policies, and processes in the fields of medical education and community health. At the AAMC, she leads the holistic review work across the continuum from pre-med preparation and admissions through residency recruitment and selection as well as emerging work on disability inclusion. For the Prevention Research Center on Nutrition and Physical Activity at the Harvard T.H. Chan School of Public Health (HPRC), she engaged Boston-area middle schools and community members to make lasting changes in nutrition and physical activity. Her credits as an author include, the Roadmap to Diversity: Integrating Holistic Review Practices into Medical School Admission Processes. Co-author of Best Practices for Conducting Residency Program Interviews and Holistic Review in Medical School Admissions and Selection: A Strategic, Mission-Driven Response to Shifting Societal Needs, and several peer reviewed articles on the prevalence and experiences of medical students with disabilities. Developmental editor for Accessibility, Inclusion, and Action in Medical Education: Lived Experiences of Learners and Physicians with Disabilities and Roadmap to Excellence: Key Concepts for Evaluating the Impact of Medical School Holistic Admissions. Developmental editor, key contributor, and facilitator of the Holistic Review in Admissions and Selection workshops.

Mytien Nguyen

MD/PhD student at the Yale School of Medicine.

Mytien earned her undergraduate and master degree from Cornell University, studying biology and bioengineer. Her work centers on eliminating barriers for students from marginalized backgrounds in pursuing a career in medicine. An advocate for health equity, she is a co-founder of the National First Gen & Low-Income Medicine Association.

Produced by: Dr. Lisa Meeks

Audio editor: Jacob Feeman

Digital Media: Katie Sullivan and Lisa Meeks

Listen to the full episode now and don't forget to like, comment, and subscribe for more insightful conversations!

Follow Us:

Twitter: @DocsWith

Instagram: @DocsWithDisabilities

Resources: A number of resources were provided for this series, they are all listed in the transcript.

Interviewees: Dr. Jo Hartland and Dr. Megan Brown

Interviewer: Lisa Meeks

Description:

In this compelling episode of the Docs with Disabilities podcast, host Lisa Meeks explores the unique challenges and privileges faced by medical professionals with non-apparent disabilities. Recorded at the 2024 Annual Scholarship Meeting in Warwick, UK, this episode features insightful conversations with Dr. Megan Brown and Dr. Joe Heartland.

Key Topics Discussed:

Navigating disclosure and accommodation requests for non-apparent disabilities

Structural and climate-related barriers in medical training

The privilege and peril of having a non-apparent disability

Personal experiences with masking and unmasking disabilities

The impact of mental health-related disabilities in the medical field

The culture of medicine and its disconnect with self-care

Trigger Warning: Around three-quarters into the episode, the topic of suicidality is discussed in a direct manner. If this topic is triggering for you, we suggest forgoing this episode. Your health is our priority.

Keywords: Non-Apparent Disability, Autoimmune Disorder, Autism, ADHD, Neurodiverse, Hip Surgery, Walking Stick, Cane, Scooter, Medical Training, Mental Health, Psychological Disability, UK, Accommodations.

Transcript

Bios:

Dr Megan Brown (she/they) is a Senior Research Associate in Medical Education at Newcastle University, in the School of Medicine, in the UK. She trained as a doctor, but decided to leave practice and has subsequently pursued medical education research. She is multiply disabled – she uses a walking stick, and is neurodivergent. Megan's research has focused on issues relating to the clinical education workforce within the UK, and equality, diversity, and inclusion within this workforce across the spectrum of undergraduate to postgraduate experience. She is a published poet, and is passionate about creative methods of expression and research.

Dr Jo Hartland (they/them) qualified from Cardiff University in 2013 and left NHS clinical work in 2018. They have worked at the University of Bristol Medical School since 2018, and are the current School Deputy Education Director for Student Equity Diversity and Inclusion. Their teaching focuses on the integration of marginalised people's voices in healthcare curriculums, and empowering students to be agents of change in the face of health inequity. They sit on the executive board of the UK Medical Schools Council EDI Alliance, with a focus on LGBTQ+ inclusion and reasonable adjustments for disability. Their research interests lie in the intersection of professionalism and how this can act as a gatekeeping device for marginalised communities accessing healthcare careers. Outside of their university work Jo is a queer health activist and lead author of the GLADD UK Charter on So-Called LGBTQ+ 'Conversion Therapy'. In 2022 they received the NHS England LGBTQ+ Health Advisor Award and Attitude magazine's 2023 Pride Award.

Produced by: Dr. Lisa Meeks

Audio editor: Jacob Feeman

Digital Media: Katie Sullivan and Lisa Meeks

Listen to the full episode now and don't forget to like, comment, and subscribe for more insightful conversations!

Follow Us:

Twitter: @DocsWith

Instagram: @DocsWithDisabilities

Resources:

Interviewees: Dr. Kevin Eva, Dr. Lara Varpio, Dr. Gabrielle Finn, and Dr. Yoon Soo Park

Interviewer: Lisa Meeks

In this special live episode, recorded at the 2024 ASME Conference in Warwick, UK, host Lisa Meeks moderates a dynamic panel titled "Advancing Disability Equity in Health Professions Scholarship: A Panel Discussion on Inclusive Research and Publication Practices." Joining her are esteemed guests Drs. Kevin Eva, Lara Varpio, Gabrielle Finn, and Yoon Soo Park, who delve into the critical intersection of equity, academia, and scholarship. They share valuable insights on expanding diversity, equity, and inclusion (DEI) initiatives to fully embrace disability.

The discussion highlights the pivotal roles of academic journals, conference organizers, researchers, and institutions in fostering inclusive environments that support scholars and students with disabilities. This episode is essential listening for anyone committed to advancing equity and inclusion in academia.

Keywords:

· Lisa Meeks

· DEI (Diversity, Equity, and Inclusion)

· Kevin Eva

· Lara Varpio

· Gabrielle Finn

· ASME (Association for the Study of Medical Education)

· Yoon-Soo Park

· Universal design

· Disability Equity

· Health Professions Scholarship

· Inclusive Research

· Publication

Transcript

Bios:

Dr. Kevin Eva is Associate Director and Scientist in the Centre for Health Education Scholarship, and Professor and Director of Educational Research and Scholarship in the Department of Medicine, at the University of British Columbia. He completed his PhD in Cognitive Psychology (McMaster University) in 2001 and became Editor-in-Chief for the journal Medical Education in 2008.

Dr. Lara Varpio is a professor at the Children's Hospital of Philadelphia and the University of Pennsylvania. She is internationally recognized for her expertise in qualitative research methods and methodologies, and in theories from the social sciences and humanities. Her research has won national and international awards. She has given invited talks at hospitals and medical schools around the world, and she has led invited sessions and given plenaries at some of the largest and most respected academic medicine conferences in the world.

Dr. Gabrielle Finn is Vice Dean for Teaching, Learning and Students at the University of Manchester. Gabrielle was previously Founding Director of the Health Professions Education Unit (HPEU) and Chair of the Postgraduate Board at the Hull York Medical School (HYMS) where she worked extensively on widening access and curriculum development, including the implementation of Longitudinal Integrated Clerkships into medical programmes. She holds Associate Editor posts for BMC Medical Education and the European Journal of Anatomy. She was awarded a National Teaching Fellowship in 2019, principally for her work developing the PaintME network to support the integration of living anatomy into healthcare curricula.

Dr. Yoon Soo Park is the Ilene B. Harris Endowed Professor and Head of the Department of Medical Education. He holds a Ph.D. in Measurement, Evaluation, and Statistics from Columbia University. Park's experiences include both academic and industry settings, with research interests and experiences across multiple disciplines in psychometrics, biostatistics, educational psychology, and medicine. Park's research agendas have focused on data science and learning analytics methodologies in health professions education. He has also actively engaged in interdisciplinary research in the social sciences, collaborating with diverse researchers and practitioners across disciplines. His work in the health professions education has advanced the preparation of learners in clinical reasoning and measurement of competencies through validity studies.

Produced by: Dr. Lisa Meeks

Audio editor: Jacob Feeman

Digital Media: Katie Sullivan and Lisa Meeks

Interviewees: Raffi Najarian and Justin Ramsey

Interviewer: Lisa Meeks

Description: In this conversation, Lisa Meeks interviews Raffi Najarian and Justin Ramsey, both pediatric rehabilitation physicians with cerebral palsy. They discuss their journey to medical school and the challenges they faced along the way. Raffi shares his experience of applying to medical school and the support he received from his family. Justin talks about the internal barriers he faced and the importance of finding the right mentor. They also discuss the challenges they encountered during medical school, including access barriers. In this conversation, Raffi Najarian and Justin Ramsey discuss their experiences as medical students with disabilities. They share the challenges they faced in anatomy lab and how they overcame them. They also talk about dealing with difficult faculty members and the importance of kindness and feedback in medical training. Raffi and Justin explain why they chose physiatry as their specialty and the impact they have on their patients. They emphasize the importance of visibility and representation for individuals with disabilities in the medical field. Finally, they offer advice for students with disabilities who are considering a career in medicine.

Keywords: physiatry, medical education, doctors with disabilities, cerebral palsy, pediatric rehabilitation, med school applications, accessibility, accommodations, disability representation

Transcript: https://bit.ly/3yuxJf8

Bios:

Justin Ramsey, M.D. is board certified in Physical Medicine and Rehabilitation and is sub-specialty boarded in Pediatric Rehabilitation Medicine. He graduated from the Kansas University School of Medicine. He then completed his Physical Medicine and Rehabilitation training at the Kansas University Medical Center and a fellowship program in Pediatric Rehabilitation Medicine at Children's Mercy Hospital (Kansas City, MO). Dr. Ramsey spent several years as faculty with the Pediatric Rehabilitation Medicine fellowship program at Children's Mercy Hospital and the Kansas University Medical Center's Physical Medicine and Rehabilitation Department. He has served as chair of the Advocacy Committee for the American Academy for Cerebral Palsy and Developmental Medicine and has served on its Communications Committee. Currently, he works at a private pediatric rehabilitation hospital (Bethany Children's Health Center) near Oklahoma City, which specializes in the care of children with disabilities. In collaboration with neurology and OU Health Science Center's neurosurgery department, he has created Oklahoma's joint pediatric movement clinic. He currently serves as the Associate Medical Director for the Movement clinic and Cerebral Palsy. He volunteers as a Clinical Associate Professor of Neurology at The University of Oklahoma Health Sciences Center. Justin has hemiparetic cerebral palsy and is active in local advocacy. He is married to his wife (Kendra) and has 2 beautiful young children (Ryan and Reese), who keep his family busy. Medical and disability education are some of his major subjects of interest. He is grateful for early college experiences in working with individuals with disabilities while volunteering at Hetlinger Developmental Services, Inc in his hometown of Emporia, KS.

Dr. Raffi Najarian has been in practice since 2013. He is a pediatric physiatrist and director of the Spasticity Clinic at Akron Children's Hospital. A graduate of the University of Michigan and Wayne State University School of Medicine in Detroit, MI, he completed his residency in physical medicine and rehabilitation at MetroHealth Rehabilitation Institute of Ohio in Cleveland. He then completed a fellowship in Pediatric Rehabilitation Medicine at Gillette Children's Specialty Healthcare in Saint Paul, MN. Dr. Najarian has a special interest in cerebral palsy, spasticity management, brain injury, stroke, spinal cord injury, spina bifida, acute inpatient and outpatient rehabilitation and concussion management. He is certified by the American Board of Physical Medicine and Rehabilitation and subspecialty certified in Pediatric Rehabilitation Medicine. He is a member of the American Academy of Physical Medicine and Rehabilitation and the American Academy for Cerebral Palsy and Developmental Medicine, and served on the latter's Lifespan Committee. He is an Associate Professor of Pediatrics at Northeast Ohio Medical University (NEOMED). Raffi has diplegic cerebral palsy and is an advocate for children and adults with disabilities. He serves as a member of the United Cerebral Palsy Research Committee and on the board of directors for Adaptive Sports Ohio, while participating as an active member of the Akron Rhinos wheelchair rugby team.

Produced by: Gabe Abrams and Dr. Lisa Meeks.

Audio editor: Jacob Feeman

Digital Media: Katie Sullivan

Resources:

Professional Learning Series - United Cerebral Palsy,

UCP Research Initiative & Committee - United Cerebral Palsy,

Physicians' Perceptions Of People With Disability And Their Health Care

https://www.yourcpf.org

https://cprn.org

Interviewer: Dr. Peter Poullos

Interviewees: Emmanuel Asenso, DO, Allison Kessler, MD, MSc, Joseph Samona, DDS, Satendra Singh, MD

Description:

This episode of the DWDI podcast brings together four incredible individuals for a live recording session during the 5th annual SMADIE conference on April. The panel featured Emmanuel Ascenso, Dr. Joe Simona, Dr. Satendra Singh, and Dr. Allison Kessler, all of whom had previously been interviewed on the podcast and had garnered significant listenership.

Each guest shared their personal and professional journeys, highlighting their experiences as healthcare professionals with disabilities. Throughout the episode, the guests touched on themes of mentorship, intersectionality, and the importance of allies in driving change. They also highlighted the need for tailored feedback, proactive advocacy, and the power of sharing personal stories to educate and empower others.

The episode underscored the significance of acceptance, education, and cross-movement solidarity in creating a more inclusive healthcare environment.

Key Words: ADA, Accommodation, Clinical Work, Ableism, Storytelling, Podcast, DocsWithDisabilities, Stuttering, SCI, Deaf, Physical Disability.

Transcript: https://bit.ly/DWDI_Ep_96_Transcript

Docs With Disabilities Original Interview Episodes Linked

Bio's:

Dr. Emmanuel Asenso Jr is a second-year resident physician in the combined Family Medicine and Preventive Medicine residency program at Johns Hopkins and MedStar Franklin Square in Baltimore, MD. He was born and raised in Northern Virginia to Ghanaian immigrant parents. He completed his undergraduate studies at Virginia Tech, completed his Masters in Public Health from George Washington University in DC, and then completed medical school at Rowan University SOM in New Jersey. He is a person with a childhood-onset fluency disorder, also known as stuttering. Navigating a communication disorder throughout training has been challenging, rewarding, and full of lessons. He is passionate about supporting marginalized people and advocating for health equity through primary care and public health. He is also interested in the intersectionality between racism and people with disabilities.

Allison Kessler, MD, MSc, is the Section Chief of Renée Crown Center for Spinal Cord Innovation. She is board-certified in Physical Medicine & Rehabilitation (PM&R) and Spinal Cord Injury (SCI) Medicine. Dr. Kessler is the Associate Director of Shirley Ryan AbilityLab's SCI Medicine Fellowship. She holds appointments at Northwestern University Feinberg School of Medicine as Assistant Professor in the Department of PM&R.

Bonus: Behind the white coat interview

Dr. Joseph Samona graduated from the University of Michigan School of Dentistry and completed AEGD residency at the University of Texas Health San Antonio. He currently works as an associate in private practice in the Metro Detroit area. He is also profoundly Deaf and is a strong advocate for the Deaf and Hard of Hearing community who are underrepresented in the dental field. He have given lectures at several dental schools and local dental organizations on effective communication with the Deaf and Hard of Hearing community. He also developed a project where he created a series of educational videos about oral health in American Sign Language on YouTube to increase accessibility to oral health care. He is currently a member of the American Academy of Cosmetic Dentistry, Academy of General Dentistry, and American Dental Association.

Satendra Singh, MD, serves as the Director Professor and Coordinator of the Enabling Unit at the University College of Medical Sciences, Delhi, India. Additionally, he holds the role of Co-chair of the International Council for Disability Inclusion in Medical Education and is a steering committee member of the Health Humanities Consortium. As a disability justice advocate, he has spearheaded numerous policy reforms, notably the inclusion of disability rights as mandatory competencies in the new medical curriculum in India. He serves as the organizational head of Doctors with Disabilities: Agents of Change in India, a nationwide group of health professionals with disabilities dedicated to social justice. Furthermore, he is a member of the core group on disability at the National Human Rights Commission.

Bonus: We Don't Shy Away From Our Disability: Dr Satendra Singh

Interviewer: Lisa Meeks

Description:

In this special live recording of the "Docs with Disabilities" podcast, host Lisa Meeks interviews medical professionals and educators who have worked to transform technical standards in Canadian medical education to be more inclusive of individuals with disabilities.

The panel discusses the shift from restrictive technical standards to core competencies, highlighting the importance of diversity-affirming frameworks over mere accommodations. They share personal stories and insights on the impact of these changes on medical learners and the broader healthcare system. The panel delves into the motivation behind their critical evaluation of outdated technical standards and explains how the project intentionally included individuals with disabilities. This initiative, which expanded across Canada, has garnered multiple endorsements, including from the AFMC and the Medical Deans of Canada.

Members of the committee meticulously re-envisioned Technical Standards for Canadian Medical Education, offering a comprehensive redefinition of the functional abilities required for medical training. This new document aims to dismantle obstacles and create a more inclusive admissions process for Canadian medical schools.

Listeners will gain valuable insights into the committee's findings and recommendations, providing admissions teams with guidance on best practices and key messaging. The panel discussion explores the driving force behind this crucial initiative and examines the potential impact of the final document endorsed by the Board of the AFMC.

Discover how the document offers exemplar Functional Abilities for Students Entering and Completing Medical School, paving the way for more meaningful opportunities and greater disability inclusion in Canadian medical education.

Transcript

Resources: https://icam-cimu.ca/

Keywords: technical standards, medical education, doctors with disabilities, ableism, healthcare, health policy, Canadian healthcare, disability inclusion

Bios: Dr. Julia Hanes (she/her) is a second-year resident in the Physical Medicine and Rehabilitation at the University of British Columbia. She completed her medical degree at the University of Ottawa and her undergraduate degree in Health Sciences at McMaster University. Throughout her academic pursuits Dr. Hanes has been a keen advocate for improved inclusion and accessibility. Dr. Hanes spearheaded a program to increase accessibility in the intramural sport and recreation program, which included a longitudinal sitting volleyball intramural program. While at medical school Dr. Hanes drafted and advocated for an accessibility policy for all of the Aesculapian Society events, which included all social events, orientation events and interest group activities. This accessibility policy has now been spread to several universities across the country and discussed at institutions across the US. Dr. Hanes is an active member of the Canadian Association of Physicians with Disabilities (CAPD). Through this group Dr. Hanes is leading a project to develop a national curriculum on disability. She has co-authored documents to help disabled student's transition from undergraduate studies to medical school, from pre-clerkship to clerkship and clerkship to residency. As a disabled student herself navigating often inaccessible educational environments, Dr. Hanes has paved a pathway for students following her to tread through. Her self-advocacy efforts prompted the creation of curb cuts, push button installation, swapping of doorknobs to handles, height adjustable tables, and more. Beyond her academic achievements, Dr. Hanes has done research in the field of childhood disability, including work to improve the quality of care and treatment of children and youth with disabilities and their families. Dr. Hanes is a passionate disability advocate and is eager to share how her experiences of ableism in medical education shapes her perspective and her advocacy efforts.

Dr. Holmes has an MD from UBC in 1984. After ten years of family practice, she enrolled in Internal Medicine at UBC, went on to complete a Critical Care fellowship at UBC and has been a Fellow of the Royal College of Physicians and Surgeons of Canada since 1999. From 2001 to July 2018, Dr. Holmes practiced critical care medicine at Kelowna General Hospital where she was involved in clinical education of medical students, residents, and fellows in the ICU. In her current role as Associate Dean Undergraduate Medical Education, she works with senior leadership at all sites of UBC to provide overall curricular oversight of all four years of the UGME program. As Head of the UBC Division of Critical Care, she is responsible for academic leadership of clinical care, education, and research in critical care. Dr. Holmes serves as Vice Chair of the UGME Deans'; Council for the Association of the Faculties of Medicine in Canada (AFMC) and collaborates on initiatives such as the Culture of Academic Medicine Initiative, the Okanagan Charter Collaborative for the AFMC and is Chairing the "Re-envisioning Technical Standards in Canadian Medical Education" Working Group. Dr. Holmes also serves on the Committee for the Accreditation of Canadian Medical Schools (CACMS) and holds the position of Chair of the CACMS Standards Subcommittee. She is on the Board of the Canadian Residency Matching Service (CaRMS) and serves as Chair of the CaRMS Board EDI Subcommittee. Through these roles, Dr. Holmes is committed to cultivating respectful, compassionate, and health-promoting environments in academic medicine, where equity, decolonization, diversity, inclusivity, accessibility, belonging (EDDIAB) and social justice are prioritized. Dr. Holmes' academic interests include promoting learner wellbeing, fostering inclusive and accessible learning environments, social accountability of medical schools, and facilitating the professional identity formation of health professionals. In 2015, she received the Canadian Association for Medical Education (CAME) Certificate of Merit for her outstanding contributions.

Rachel Giddings is a second-year medical student at the University of British Columbia (UBC), where she previously earned a Bachelor of Science in Biochemistry. Making medical education more accessible to students with disabilities is a particular interest of hers. Her current research is focused on the technical standards currently utilized by medical schools across Canada. In addition, Rachel is a member of the "Re-envisioning Technical Standards in Canadian Medical Education" Working Group.

Produced by:Dr. Lisa Meeks

Audio editor: Jacob Feeman

Digital Media: Katie Sullivan

Interviewer: Lisa Meeks

Interviewees:

Dr. Lynn Ashdown

Dr. Quinten Clarke

Dr. Jerry M. Maniate

Dr. Franco Rizzuti

Description:

In this episode of the "Docs with Disabilities" podcast, co-host Lisa Meeks brings together a panel of doctors with disabilities to discuss their experiences navigating the medical field. The panel, recorded live from the 2024 International Congress on Academic Medicine (ICAM) in Vancouver, British Columbia, focuses on disability inclusion in Canadian medical education.

The panelists include Drs. Jerry Maniate, Franco Rizzuti, Lynn Ashdown, and Quinten Clark, who share their personal journeys and insights into the challenges and benefits of being a doctor with a disability. They discuss the critical work being done to advance disability inclusion in the medical field in Canada, emphasizing the importance of advocacy, education, and policy development to create a more inclusive and equitable healthcare system.

The panelists highlight the need for a shift towards a strength-based approach and away from the traditional medical model of disability. They emphasize the importance of creating safe spaces for open dialogue, building community support, and fostering a culture of vulnerability and curiosity.

The role of organizations like the Canadian Association of Physicians with Disabilities (CAPD) is also discussed, highlighting the importance of community building, knowledge sharing, and advocacy for individuals with disabilities in the medical field. The panelists stress the need for EDI leaders to support initiatives like CAPD and prioritize accessibility and inclusion for all individuals in training and practice.

Overall, the episode showcases the power of community, collaboration, and advocacy in advancing disability inclusion in the medical field, and highlights the ongoing efforts to create a more inclusive and supportive environment for doctors with disabilities.

Keywords: medical education, disability, doctors with disabilities, Canadian healthcare, disability inclusion, DEI, ableism, Canada, PGY, Canadian Federation of Medical Students, Ontario Legislature, Canadian Medical Association, CSA standards, Accreditation Canada, Canadian Association of Physicians with Disabilities (CAPD), community building

Transcript: https://docs.google.com/document/d/1z3NGvpXduR0kPualb9at_gt6YgSKf6HkzEx7Fm4agwQ/edit?usp=share_link

Produced by:Dr. Lisa Meeks

Audio editor: Jacob Feeman

Digital Media: Katie Sullivan

Interviewee: Dr. Brooke Ellison

Interviewer: Dr. Peter Poullos

Note: This episode was recorded prior to Dr. Ellisons death on February 4th. We are honored to have had the opportunity to interview her before she passed away and hope this podcast episode honors her and her contributions to science.

Description:

In this podcast episode, Dr. Peter Poullos interviews Dr. Brooke Ellison, a disability rights advocate and bioethicist. Dr. Ellison shares her journey of embracing disability, finding strength, and building resilience. She discusses the inspiration behind the title of her book, Look Both Ways, and highlights the significance of understanding the power of disability.

Dr. Ellison emphasizes the need for healthcare professionals to learn from people with disabilities and include their perspectives in medical education and decision-making. She talks about her role in teaching future healthcare professionals and her work with organizations focused on disability rights, advocating for better access and opportunities for people with disabilities.

Dr. Ellison also shares her experience of creating a shared interest group on disability at Harvard and stresses the importance of integrating disability into every discipline. The conversation explores the intersection of ethics and disability, emphasizing the importance of including disabled voices in these discussions.

She explains her understanding of hope as an action-oriented perspective that arises from living with challenges. The episode concludes with a discussion on the benefits of interdependence and the advice Dr. Ellison would give to young people with disabilities entering academia or medicine.

Bio:

https://www.stonybrook.edu/commcms/bioethics/people/ellison.php

https://www.brookeellison.com/about

Key Words: Spinal Cord Injury, Science, STEM, DocsWithDisabilities, Resilence, Brook Ellison, SCI, bioethicist

Transcript: https://bit.ly/DWDI_Podcast_Transcript93

Produced by: R.E. Natowicz, Jasmine Lopez, and Dr. Lisa Meeks.

Audio editor: R.E. Natowicz and Jacob Feeman

Digital Media: Katie Sullivan

Resources:

National Women's History Alliance. (2024). The 2024 National Women's History Theme.

https://nationalwomenshistoryalliance.org/2024-whm-theme/

Not my ventilator: How conceptual frameworks of disability and the absence of the disabled voice have shaped healthcare policies in the COVID-19 pandemic and beyond

Look Both Ways

The Patient as Professor: How My Life as a Person with Quadriplegia Shaped My Thinking as an Ethicist

Interviewee: Dr. Diana Cejas

Interviewer: Dr. Lisa Meeks

Description:

In this conversation, Diana Cejas, a pediatric neurologist, shares her experiences as a disabled Black woman in medicine. She discusses her journey as a cancer and stroke survivor and the challenges she faced in getting her concerns taken seriously by healthcare professionals. Diana also highlights the impact of race and ableism in medicine and the need for greater recognition and support for marginalized individuals. She shares her experiences of returning to residency after a stroke and the mixed responses she received from colleagues. The conversation also explores the concept of benevolent ableism and its impact on disabled individuals. In this conversation, Lisa Meeks and Diana Cejas discuss the importance of disrupting ableism and advocating for inclusion in medical education and practice. They highlight the need for individuals to use their power and privilege to create change and challenge ableist attitudes and practices. They also explore the healing power of writing and how it can be a tool for communication and education. The conversation concludes with a discussion on the importance of believing in oneself and finding a supportive community.

Bio:

Diana M. Cejas, MD, MPH is an Assistant Professor of Neurology at the University of North Carolina at Chapel Hill and faculty of the Carolina Institute for Developmental Disabilities. Her clinical work, research, and advocacy focus upon understanding the effects of ableism on health and improving care delivery and outcomes for children and young adults with neurodevelopmental disabilities. Dr. Cejas has also devoted much of her career to patient advocacy and improving communication between healthcare providers and the disability community, particularly young disabled patients of color. Dr. Cejas shares her own story and other commentary on disability and health via essays and other nonfiction. She is a 2023 PEN America Emerging Voices Fellowship Finalist and a 2021 Pushcart Prize nominee. Her literary work has appeared in high impact medical journals, prestigious literary magazines, anthologies, and popular media.

Key Words: Abelism, Racism, Developmental Disabilities, Stroke, Cancer, Residency, Medical School, ICU, writing, narrative medicine.

Transcript: https://docs.google.com/document/d/1_-ZwCZvxwfuSMLHvv0aDxhox35LvDkPM9pYGCZTjGTo/edit?usp=sharing

Produced by: Kadesha Treco, Jacob Feeman and Dr. Lisa Meeks.

Audio editor: Jacob Feeman

Digital Media: Katie Sullivan

Resources:

Interviewee: Dr. Diana Cejas

Interviewer: Dr. Lisa Meeks

Description:

In this conversation, Diana Cejas, a pediatric neurologist, shares her experiences as a disabled Black woman in medicine. She discusses her journey as a cancer and stroke survivor and the challenges she faced in getting her concerns taken seriously by healthcare professionals. Diana also highlights the impact of race and ableism in medicine and the need for greater recognition and support for marginalized individuals. She shares her experiences of returning to residency after a stroke and the mixed responses she received from colleagues. The conversation also explores the concept of benevolent ableism and its impact on disabled individuals. In this conversation, Lisa Meeks and Diana Cejas discuss the importance of disrupting ableism and advocating for inclusion in medical education and practice. They highlight the need for individuals to use their power and privilege to create change and challenge ableist attitudes and practices. They also explore the healing power of writing and how it can be a tool for communication and education. The conversation concludes with a discussion on the importance of believing in oneself and finding a supportive community.

Bio:

Diana M. Cejas, MD, MPH is an Assistant Professor of Neurology at the University of North Carolina at Chapel Hill and faculty of the Carolina Institute for Developmental Disabilities. Her clinical work, research, and advocacy focus upon understanding the effects of ableism on health and improving care delivery and outcomes for children and young adults with neurodevelopmental disabilities. Dr. Cejas has also devoted much of her career to patient advocacy and improving communication between healthcare providers and the disability community, particularly young disabled patients of color. Dr. Cejas shares her own story and other commentary on disability and health via essays and other nonfiction. She is a 2023 PEN America Emerging Voices Fellowship Finalist and a 2021 Pushcart Prize nominee. Her literary work has appeared in high impact medical journals, prestigious literary magazines, anthologies, and popular media.

Key Words: Abelism, Racism, Developmental Disabilities, Stroke, Cancer, Residency, Medical School, ICU, writing, narrative medicine.

Transcript: https://docs.google.com/document/d/1lvS2ywFYUM0ON0loSEl9fxKuXodP_jdv8odW7EQmyfU/edit?usp=sharing

Produced by: Kadesha Treco, Jacob Feeman and Dr. Lisa Meeks.

Audio editor: Jacob Feeman

Digital Media: Katie Sullivan

Resources:

Interviewer: Dr. Lisa Meeks

Interviewees: Erin Browkoski, Suzanne Hawks, Karyn LaTurner, Christine Low, Sarah Triano

Description

In this special episode of the DRP series, we explore the origins and evolution of the Docs With Disabilities Access in Medicine (AIM) program, a vibrant initiative dedicated to promoting accessible and equitable educational environments for students with disabilities in medical education. Our conversation delves into AIM's collaborative partnerships with various organizations and the development of essential resources aimed at breaking down barriers to disability inclusion within medical education.

Through engaging stories and real-life triumphs, we highlight the tangible impact of AIM's efforts, seen through the transformative journeys of individual students and the invaluable support networks they discover. Additionally, we shed light on the personal motivations driving AIM's members, emphasizing the significance of shared learning experiences and the collective desire for increased accessibility.

By delving into the principles of mutual learning and community solidarity, we underscore the empowering paths taken by students navigating their disability journeys and stress the importance of challenging biases entrenched within the medical field. Our discussion extends beyond individual experiences to explore the broader societal implications and ethical imperatives surrounding disability inclusion.

As we delve into the core of AIM's mission, we urge the wider medical community to actively advocate for accessibility and inclusivity, catalyzing meaningful change by amplifying success stories and critically examining prevailing attitudes and beliefs. Furthermore, we extend an open invitation for professionals outside the AIM Working Group to join this vital conversation and contribute to the collective effort of creating a more inclusive future in medicine.

Bio's

Erin Browkoski

Erin has been working in the world of higher education disability services since 2013. She holds a master's degree in clinical mental health counseling and is a Nationally Certified Counselor and Licensed Professional Counselor in Illinois. Erin is a proud graduate of the Docs With Disabilities Initiative (DWDI) Disability Resource Professional Academy. Erin currently serves as Assistant Director of Medical School and Clinical Accessibility at UI College of Medicine for students on all three campuses: Chicago, Rockford and Peoria.

Suzanne Hawks

Suzanne joined the Center for Learning Access and Student Success at Wake Forest University in early 2018. She received her BS in Psychology from Presbyterian College and spent several years working with children and adults with Autism Spectrum Disorder before joining the field of higher education in 2012. While Suzanne serves students across all programs at Wake Forest, she is the primary contact for students within the School of Medicine. In her spare time, Suzanne enjoys spending time with her family (which includes the cutest little boy in the entire world), really fun friends, and their rescue pit/heeler mix Tommy Boy.

Karyn LaTurner Echols

Karyn is a Student Disability and Student Services professional currently serving as the Disability Officer at Rocky Vista University College of Medicine in Ivins, Utah. Her extensive experience includes roles as a Disability Access Consultant at Arizona State University and Associate Director for Student Disability Services at the University of Chicago. She holds a Master of Education degree from Arizona State University. Karyn is multilingual, speaking English, German, Italian and is conversant in Japanese.

Christine Low

Christine serves as the Director of Disability Services at the Icahn School of Medicine at Mount Sinai in New York City. Beyond her role as Director, Christine holds a faculty position in Environmental Medicine and Public Health and serves as Adjunct Faculty at Columbia University, School of Social Work.

Christine devotes significant time to disability inclusion efforts for medical education. She is an active member of the Access in Medicine (AIM) program within the DocsWithDisabilities Initiative and from 2016 to 2023 served on the Board of Directors for the Coalition for Disability Access in Health Science and Medical Education.With a national presence, Christine has delivered presentations on various disability-related topics. Her contributions extend to scholarly work in leading journals and book chapters. Christine lives in northern NJ with her husband and her Bernese Mountain Dog, Diesel.

Sarah Triano

Sarah is the Director of the Center for Learning Excellence at Geisinger College of Health Sciences where she oversees the disability services for the school's nursing, Doctor of Medicine, and master's in biomedical sciences programs. Sarah is the former chair of Access in Medicine (AIM), a program of the Doctors With Disabilities Initiative (DWDI), a working group focused on creating resources and guidance to improve equitable opportunities for students with disabilities and is passionate about creating a welcoming, inclusive, and accessible space for students with disabilities in medicine and health science programs. She now serves as the director of special programs for DWDI.

Transcript: https://docs.google.com/document/d/19szUBxV-8nZOfmkSIxg3R1mkOq5j5iGLUxClqEeClbk/edit?usp=sharing

Keywords: DRP, Disability Inclusion, Medical Education, Leadership, Students, AIM, Access, Processes, Specialized Support.

Produced by: Lisa Meeks and R.E. Natowicz

Audio editor: Nicole Kim and R.E. Natowicz

Digital Media: Katie Sullivan and Lisa Meeks

Interviewer: Dr. Lisa Meeks

Interviewees: Dr. Lee Miller, Dr. Mijiza Sanchez-Guzman, Dr. Kama Guluma, Dr. Erick Hung, and Dr. Sharad Jain

Description:

In this episode, we delve into the pivotal role of disability within medical education, particularly its significance in the realms of diversity, equity, inclusion, and justice. Joining us are leaders from California Medical Schools, including Dr. Lee Miller, Dr. Mijiza Sanchez-Guzman, Dr. Kama Guluma, Dr. Erick Hung, and Dr. Sharad Jain, who generously share their experiences and insights on the profound impact of disability within the medical field.

Our discussion begins with an exploration of the catalysts driving the integration of specialized support systems for disability-related issues within medical schools. Our guests discuss the instrumental role of student advocacy groups in elevating the unique needs of students with disabilities and chronic illnesses and the imperative for specialized support.

They also discuss the transformative effects of incorporating specialized Disability Resource Professionals (DRPs) within medical school frameworks. Our guests outline the myriad benefits associated with dedicated DRPs, ranging from heightened student satisfaction to an enriched curriculum that prioritizes disability-related matters with greater awareness and inclusivity.

The guests further examine the strategic advantages inherent in investing in specialized support mechanisms, emphasizing the importance of fostering an inclusive community, eradicating stigmas surrounding disability in medicine, and cultivating a workforce that authentically reflects the diverse fabric of society.

This conversation also confronts the challenges and valuable lessons learned from the implementation of specialized support programs. Our guests offer candid reflections on navigating transitions from external disability services to an in-house DRP, overcoming logistical obstacles, and garnering essential support from institutional leadership.

Ultimately, this episode serves as a testament to the critical significance of specialized support for disability within medical education. It underscores the necessity of embracing inclusive practices, championing diversity and inclusion, and creating an environment where all students can thrive equitably.

Bios

Sharad Jain, MD is Professor of Medicine and Associate Dean for Students at the UC Davis School of Medicine. Dr. Jain completed medical school and residency in internal medicine at UCSF, where he was on faculty for several years. Prior to coming to UC Davis, Dr Jain served as the residency director of the UCSF/SFGH Primary Care Medicine Residency Program where he focused on training primary care leaders in the care of vulnerable populations. At UC Davis, he focuses on supporting students from diverse backgrounds to excel in medical school through academic advising, wellness initiatives, career decision-making, community building, and ensuring a respectful learning environment. He practices general internal medicine at the Sacramento County Health Center, an FQHC affiliated with UC Davis.

Dr. Erick Hung is a Professor of Clinical Psychiatry in the UCSF Department of Psychiatry and Behavioral Sciences and is a member of the UCSF Academy of Medical Educators. He is the Associate Dean for Students in the UCSF School of Medicine. Prior to joining the Dean's team, he served as the Program Director of the Adult Psychiatry Residency Training Program from 2012-2022 and the Director of Curricular Affairs for GME for the UCSF School of Medicine from 2015-2022. He completed his medical school, psychiatry residency, and forensic psychiatry fellowship training at the University of California, San Francisco and joined the faculty at UCSF in 2009. He actively teaches in the areas of risk assessment, medical education, forensic psychiatry, leadership, and ethics. His interests include primary care and mental health integration, the interface between mental health and the legal system, inter-professional collaboration and training, HIV psychiatry, LGBTQ mental health, and medical education. His educational scholarship interests include competency-based assessment, faculty development, and near-peer learning in the workplace setting.

Kama Z. Guluma, MD, is a Clinical Professor of Emergency Medicine and the Associate Dean for Admissions and Student Affairs at UC San Diego School of Medicine. As the Associate Dean for Admissions and Student Affairs, he oversees the offices of Admissions, Student Affairs, and Financial Aid. Dr. Guluma joined the Department of Emergency Medicine as a faculty member in 2001. He joined the Division of Medical Education as Associate Dean for Admissions and Student Affairs in October 2018. Prior to becoming Associate Dean, he served as the Director of Student Programs for the Department of Emergency Medicine, and as an Academic Community Director in the UC San Diego School of Medicine. He is a past recipient of the Medical Student Teaching Award in the UC San Diego Department of Emergency Medicine, has been a nominee for the Kaiser Excellence in Teaching Award in the UC San Diego School of Medicine, and a recipient of the Faculty Mentorship Award from the UC San Diego Graduate Student Association.

Lee Todd Miller, MD is Professor of Pediatrics and the Associate Dean for Student Affairs at the David Geffen School of Medicine at UCLA. After completing medical school and post-graduate training at the University of Virginia, for the last 38 years, Dr. Miller has been heavily involved at UCLA in both undergraduate and graduate medical education in pediatrics. Prior to moving into the Dean's Office, he served for 10 years as the Vice Chair of Education within the Department of Pediatrics. He is the 12-time recipient of the UCLA School of Medicine's Golden Apple Award, the national Humanism in Medicine Award sponsored by the Association of American Medical Colleges, and the University of California Academic Senate Distinguished Teaching Award. In addition to his current roles in Student Affairs and pediatric education, Dr. Miller is also one of the founders of the medical school's Global Health Program, nurturing the global health interests of countless students and residents over the years. He has worked on education-related projects in the Democratic Republic of the Congo, Ethiopia, Mozambique, Rwanda, South Africa, Zambia, Afghanistan, Myanmar, Peru, and Ecuador.

Mijiza M. Sanchez-Guzman is the Associate Dean, Office of Medical Student Affairs, at the Stanford School of Medicine. She has worked in higher education and the health sciences for more than 18 years with a commitment to diversity and inclusion, gender equity, and leadership development.

Transcript

Keywords: DRP, Disability Inclusion, Medical Education, Leadership, Students, Structures, Processes, Specialized Support.

Produced by: Lisa Meeks

Audio editor: Nicole Kim

Digital Media: Katie Sullivan and Lisa Meeks

Interviewees: Drs. Megan Brown and Jo Hartland

Interviewer: Dr. Lisa Meeks

Description:

In this episode, podcast co-host Lisa Meeks had the privilege of hearing from Drs. Megan Brown and Jo Harland, two UK physicians with disabilities, who collaborated on a thought-provoking poem critiquing disability inclusion in the medical field.

In this poem reading, Drs. Brown and Hartland challenge the narrative of "overcoming" and "inspiration porn" often associated with disabled individuals. They emphasize the importance of embracing one's true identity and resisting the pressure to conform to societal expectations. Reminding us that disabled individuals should not have to prove their worth above others and deserve to be valued for who they are.

The poem also highlights the ongoing struggle faced by disabled healthcare professionals in securing necessary accommodations in their work environments. It sheds light on the burden placed on individuals to constantly fight for their needs and the importance of organizations recognizing and addressing these challenges.

Listeners will gain deeper insights into the experiences of disabled healthcare professionals and the critical issues surrounding disability inclusion in the medical field.

Bios:

Dr Megan Brown is a Senior Research Associate in Medical Education at Newcastle University, in the School of Medicine, in the UK. She trained as a doctor, but decided to leave practice and has subsequently pursued medical education research. She is multiply disabled – she uses a walking stick, and is neurodivergent. Megan's research has focused on issues relating to the clinical education workforce within the UK, and equality, diversity, and inclusion within this workforce across the spectrum of undergraduate to postgraduate experience. She is a published poet, and is passionate about creative methods of expression and research.

Dr Jo Hartland (they/them) qualified from Cardiff University in 2013 and left NHS clinical work in 2018. They have worked at the University of Bristol Medical School since 2018, and are the current School Deputy Education Director for Student Equity Diversity and Inclusion. Their teaching focuses on the integration of marginalised people's voices in healthcare curriculums, and empowering students to be agents of change in the face of health inequity. They sit on the executive board of the UK Medical Schools Council EDI Alliance, with a focus on LGBTQ+ inclusion and reasonable adjustments for disability. Their research interests lie in the intersection of professionalism and how this can act as a gatekeeping device for marginalised communities accessing healthcare careers. Outside of their university work Jo is a queer health activist and lead author of the GLADD UK Charter on So-Called LGBTQ+ 'Conversion Therapy'. In 2022 they received the NHS England LGBTQ+ Health Advisor Award and Attitude magazine's 2023 Pride Award.

Transcript

Keywords:

World Poetry Day

UNESCO

Medical Education

General Medical Council

Equality

Disability inclusion

Medical School

LGBTQ+

Conversion therapy

Disability community

Ableism

Reasonable adjustments

Equality Act

Trauma

Joy

Resilience

Advocacy

Policies

Documents

Produced by: Gabe Abrams and Lisa Meeks

Audio editor: Jacob Feeman

Digital Media: Katie Sullivan

Interviewee: Dr. Rhonda Moore

Interviewer: Dr. Lisa Meeks

Description:

In this episode of the Docs with Disabilities podcast, Dr. Rhonda Moore, a medical anthropologist and program officer at the NIH shares her journey grappling with chronic pain, autism, and attention deficit disorder, all amidst the backdrop of the COVID-19 pandemic. She very candidly shares insight into her journey as a kid, from growing up with a brother with autism, to taking theater classes as a means to derive and learn confidence. Through her personal narrative, Dr. Moore shed light on the challenges faced by black women in navigating the healthcare system, highlighting the importance of representation and support for individuals with disabilities. The conversation was marked by a deep sense of empathy and understanding, creating a safe and empowering space for Dr. Moore to share her experiences. Together, Drs. Meeks and Moore delve into the complexities of disability, chronic pain, and the pursuit of equity and inclusion in the medical field. Dr. Moore emphasizes the significance of diverse narratives and the power of self-acceptance and support.

Bio: ​​Rhonda Moore (she/her) is an Autistic Medical Anthropologist and Program Officer for the Genetic Counseling Resource at the National Institutes of Health (NIH) All of Us Research Program. Her work combines anthropological methods, ethics, data science and clinical medicine to better understand patient experiences and health disparities across culturally and medically diverse care settings (cancer, pain, palliative care), community engaged research, and the differential and ethical impacts of new and emerging technologies on health outcomes in diverse and vulnerable populations. She is writer/editor of the following books: Climate Change and Heath Equity (forthcoming, Springer 2023), the Handbook of Pain and Palliative Care (Springer, 2012, 2nd edition, Springer, 2019), Biobehavioral Approaches to Pain (Springer 2009) and Cancer Culture and Communication (Springer 2004). Prior to serving at the All of Us Research Program, she was a Program Officer in Global Mental Health at the US NIMH. Her program in Global Mental Health focused on social determinants of health, ethics of new and emerging technologies, citizen science, climate change and mental health, and reciprocal innovation. She was also the program lead for the digital global mental health technology program in low- and middle-income countries (LMICs). She received her PhD in Cultural Anthropology from Stanford University, followed by post-doctoral fellowships and training in Behavioral Science (Stanford Medical School), Epidemiology (University of Texas MD Anderson Cancer Center) and Hospice/Palliative Care (St. Austell, Cornwall UK).

Transcript

Keywords: medical anthropology, actually autistic, community engaged research, disability in medicine, mental health, health equity, ADHD, AuDHD, neurodiversity paradigm, neurodivergence, chronic pain, EDS, Ehlers Danlos, Fibromyalgia.

Produced by: Pranati Movva, Jasmine Lopez, R.E. Natowicz, Jacob Feeman and Dr. Lisa Meeks.

Audio editor: Jacob Feeman

Digital Media: Katie Sullivan

Resources:

National Institute of Mental Health. (2023). Autism Spectrum Disorder. National Institutes of Health. https://www.nimh.nih.gov/health/topics/autism-spectrum-disorders-asd#:~:text=Autism%20Spectrum%20Disorder-,Overview,first%202%20years%20of%20life.

Autism Society (2023). https://autismsociety.org/

DESCRIPTION:

To cap off Black History Month 2024 we are sharing with you two episodes from Research & Resource Rounds that discuss articles whose authors are rising Black scholars. Dr. Desiree Valentine is an assistant professor for Philosophy at Marquette University who specializes in Critical Philosophy of Race, Feminist Philosophy, Queer Theory, and Disability Bioethics. Dr. Justin Bullock is a Nephrology Fellow at the University of Washington and, newly, the Co-Director of the Docs With Disabilities Initiative.

These shows are two of our favorites, both reflecting crucial developments in thinking, research, and mentorship to promote diversity, equity, inclusion, and access in healthcare.

Ep 5: Desiree Valentine proposes the lens of Racialized Disablement, a conceptual tool for highlighting how racism and ableism are locked in a constant dynamic interchange where the manifestations and significations of one shape the other—and vice versa. As heuristic and pedagogical tool, Racialized Disablement helps break down how and why race and disability, racism and ableism are inseparable. Across history, medical practices, healthcare, and other sociopolitical contexts the concepts of disability and race are inextricably linked and, in fact, co-constructing, as are their counterparts ableism and racism.

Ep 15: Episode 15 discusses "'Yourself in all your forms': A grounded theory exploration of identity safety in medical students" (Bullock et al. 2023). Bullock and his colleagues develop a theory of identity safety through careful analysis of 16 in-depth interviews with 3rd and 4th medical students with a diverse range of identities and experiences. The article identifies and describes key dimensions of identity threat, threat mitigation, and identity safety. Three factors contributing to identity safety that emerged from the team's analysis: Agency to serve, upholding personhood, and a sense of belonging. Identity safety manifested as students sharing a particular minoritized identity with their attending physician, wearing a particular item or hair style, presenting themselves in a particular way, or feeling respected as unique individuals by both their peers and supervisors. When experiencing identity safety, students felt empowered to draw on their own unique experiential knowledge grounded in their particular identities when treating a patient.

Stergiopoulos, Erene, Ligia Fragoso, and Lisa M. Meeks. 2021. "Cultural Barriers to Help-Seeking in Medical Education." JAMA Internal Medicine 181 (2): 155–56. https://doi.org/10.1001/jamainternmed.2020.7567.

Jain, Neera. Oct 4, 2023. "Dream Research Rounds 9: The Capability Imperative: Revealing Ableism in Medical Education." Webinar." https://www.docswithdisabilities.org/post/dream-research-rounds-9-the-capability-imperative-revealing-ableism-in-medical-education

*********************************************************************

Ep 5

DOI: 10.1111/bioe.12979

Transcript: https://docs.google.com/document/d/1jh04JjGtb48EF1WlOtvkOa9E7_-1W-G6/edit

Ep 15

DOI: https://doi.org/10.1111/medu.15174

Transcript

Keywords:

Identity safety

Identity threat

Threat mitigation

Medical Racism

Racialized Disablement

Diversity in Medicine

Produced by: Zoey Martin-Lockhart

Audio editor: Jacob Feeman

Digital Media: Zoey Martin-Lockhart

Interviewee: Dr. Joshua Wilder

Interviewer: Dr. Lisa Meeks

Description:

In this episode, Dr. Wilder discusses his journey as a gay black man living with a disability, specifically prune belly syndrome, which led to a kidney transplant at a young age.

Dr. Wilder's story is one of resilience and determination, shaped by his experiences as a lifelong patient and now a healthcare provider. He candidly shares the challenges he faced, from navigating the healthcare system to overcoming racial biases and discrimination. Despite these obstacles, Dr. Wilder's unwavering spirit and support from his family and mentors propelled him through medical school and residency, where he excelled and graduated at the top of his class.

The conversation delves into Dr. Wilder's personal experiences, including his battle with stomach cancer during medical school and his participation in the reality TV show Survivor. Through it all, Dr. Wilder's positive attitude and unwavering determination shine through, inspired by the memory of his kidney donor, Kristen Regal.

Dr. Wilder's advocacy for individuals with disabilities is evident throughout the episode, as he emphasizes the importance of representation and empowerment. His message is clear: no matter the challenges one faces, with dedication, support, and self-advocacy, anything is possible.

Join us in this BIPOC focused episode as Dr. Wilder addresses inequities for BIPOC individuals in healthcare, his own experience with discrimination, his persistance in becoming a podiatrist and why he lives his life with optimism.

Bio:

Joshua Wilder is a 35 years old Pittsburgh, PA native raised in Cincinnati, OH. He was born with Eagle Barrett syndrome or Prune Belly Syndrome leaving his urinary tract system underdeveloped and dysfunctional. He received a kidney transplant at the University of Pittsburgh Medical center Children's hospital on September 10, 1997 at 9 years old.

He completed my undergraduate studies at Washington and Jefferson college majoring in Business administration and minoring in Pre-medicine and went to medical school in Cleveland, OH at the Kent State University College of Podiatric Medicine. During his first year of medical school he was diagnosed with stomach cancer which required a total stomach excision on May 25, 2013. In spite of this, he graduated at the top of his class with honors and completed his surgical residency at West Penn hospital in Pittsburgh, PA followed by a fellowship at Emory St. Joseph hospital in Atlanta, GA focusing on pediatric and adult foot reconstruction. He is currently practicing at Ankle and Foot Centers of America in Atlanta, GA. Joshua lives with his loving husband and 18 year old cat.

TRANSCRIPT

Key Words:

Dr. Joshua Wilder

Prune belly syndrome

Kidney transplant

BIPOC

Podiatrist

Chronic condition

Healthcare system

Residency

Medical school

Minority

Racism in medicine

Stomach cancer

Signet cell carcinoma

B cell lymphoma

Survivor

Reality TV show

National Kidney Foundation

Transplant games

Work-life balance

Burnout

Advocacy

Representation

Identity

Empathy

Trust

Produced by: Lisa Meeks, Gabe Abrams and Jaden Sacks

Audio editor: Jacob Feeman

Digital Media: Katie Sullivan

Resources:

Strategies For Improving Patient Care In The LGBTQ + Community

https://www.hmpgloballearningnetwork.com/site/podiatry/strategies-improving-patient-care-lgbtq-community

Survivor Season 44 Contestant, Joshua Wilder, Opens Up About Kidney Transplant

https://www.kidney.org/newsletter/survivor-season-44-contestant-joshua-wilder-opens-about-kidney-transplant

https://ankleandfootcenters.com/dr-wilder-podiatrist/

Special Series Focus: DRP's: Emerging DRP Leaders in Medical Education

Description

In this episode we delve into the dynamic world of emerging leaders engaging with five remarkable professionals who are shaping the future of Disability Resource Professionals (DRPs) in medical education. Our conversation explored the essence of leadership, the qualities that define effective leaders in disability resources, and the personal journeys that have shaped our guests into the leaders they are today.

This episode is a treasure trove of wisdom, and we are excited to share three key takeaways:

1. Leadership is a Journey of Continuous Growth and Adaptability Our guests shared their personal leadership paths, emphasizing that leadership isn't a static quality but a dynamic process of learning and evolving. They highlighted the importance of adaptability, critical thinking, and effective communication as cornerstones for navigating the ever-changing landscape of disability resources in health sciences.

2. The Power of Vulnerability and Authenticity in Leadership Throughout the episode, our guests underscored the significance of vulnerability and authenticity in building trust and fostering a supportive environment. Leaders who embrace their humanity and acknowledge their mistakes create a culture of openness and learning, which is essential for team growth and resilience, especially in challenging times.

3. Mentorship and Role Modeling Shape Aspiring Leaders The stories shared by our guests revealed the profound impact of mentorship and positive role modeling on their leadership development. Whether it was through formal training programs or organic relationships, the guidance and example set by seasoned leaders played a pivotal role in shaping the next generation of DRPs. This mentorship goes beyond professional development, touching on personal growth and ethical conduct.

Don't forget to subscribe, like, share, and comment with your thoughts after listening or reading!

Host

Lisa Meeks: The host of the podcast and mentor to all of the guests.

Guests:

We were joined by a diverse group of individuals, each bringing a wealth of experience and unique perspectives to the table:

Matt Sullivan from Washington University in St. Louis, with over a decade of experience in disability resources and a key role in the DRP Academy.

Kara James, the Disability Access Resource Specialist at the Mayo Clinic College of Medicine and Science, who has dedicated over 20 years to disability services in higher education.

Emily Langham, the director of student disability services at Eastern Virginia Medical School, who has been a facilitator for the Disability Resource Professional Academy.

Ellen Kaplan, the assistant director of SDS for the Johns Hopkins School of Medicine, with a background in special education and advocacy spanning over 30 years.

Bill Eidtson, the assistant dean for academic advising at the Geisel School of Medicine at Dartmouth College, who has a rich history in faculty development and academic advising.

Transcript

Keywords: Disability Resource Professional, Disability, DRP, Accommodation, Leadership, Mentorship.

Produced by: Lisa Meeks and Jacob Feeman

Audio editor: Jacob Feeman

Digital Media: Lisa Meeks

Special Series Focus: DRP's

From Guidance to Growth: The Impact of Mentorship in Disability Services

Hashtags: #MentoringMonth #ThankYourMentorDay

Description

This episode explores the critical role of mentorship and sponsorship in building the next generation of disability resource professionals (DRPs). The participants discuss their experiences as mentors and mentees, emphasizing the importance of community, support, and collaboration within the field. They highlight the value of peer mentoring and the power of investing in others. The conversation also touches on the emotional commitment and enduring connections that come with mentorship. Committed to growth and sustainability in the profession, the participants discuss the need for succession planning. They emphasize the need for communication, guidance, and empowerment in mentoring relationships. The impact of mentoring on individuals and the profession is highlighted, as well as the importance of leaving a legacy and paying it forward. The conversation addresses the challenges of fostering the next generation of DRPs and concludes with the importance self-care, including maintaining boundaries and work-life balance.

Host

Lisa Meeks: The host of the podcast and mentee to all of the guests.

Guests

Jane Jarrow : The President of Disability Access Information and Support, Jane brings over two decades of private consulting experience and a rich history as the first executive director of AHEAD. With a background in speech and hearing, she's been a pivotal figure in the growth of disability services.

Jane Thierfeld Brown : With over 44 years in disability services, Jane's work at the University of Connecticut School of Law and her focus on college students with autism have made her a renowned expert. As a director of College Autism Spectrum, she continues to influence the field.

Paul Grossman: Serving as the Executive Counsel of AHEAD, Paul's journey from a college dropout due to dyslexia to a leading civil rights attorney for the Department of Education's Office for Civil Rights is nothing short of inspiring. His contributions to post-secondary disability law are foundational.

Michelle Rigler: As the Executive Director of the Disability Resource Center at the University of Tennessee at Chattanooga, Michelle has mentored several up and coming DRP leaders. Michelle's creation of the Mosaic program stands as a testament to her dedication to individuals with autism and her work with NavigateU further extends her impact on the field.

Jan Serrantino: Retired from the University of California, Irvine, Jan's career transitioned from advocating for children in foster care to teaching and leading in disability services. She now assists students with accommodations for high-stakes exams and consults with medical schools.

Transcript

Keywords: Disability Resource Professional, Disability, DRP, Accommodation, Mentorship, Sponsorship, Authenticity, Succession Planning, AHEAD.

Produced by: Lisa Meeks and Jacob Feeman

Audio editor: Jacob Feeman

Digital Media: Lisa Meeks

Interviewee: Dr. Katherine Vakil

Interviewer: Dr. Kruti Shah

Description: In this episode, we are delighted to be joined by Dr. Katherine Vakil, a pharmacist and Pharmacy Services Manager based in the Chicago area, and guest host Dr. Kruti Shah, who is a Clinical Operations Pharmacist at Rush. Dr. Shah was recently featured on the podcast as a guest in Episode 74. If you haven't yet listened to that interview, we highly recommend you check it out after finishing this one. Today, Dr. Shah is back, this time in the interview role, for a conversation with Dr. Vakil about navigating university and pharmacy schools with a disability, figuring out what speaks to you in your career journey, and learning how to seek out the accommodations you need as a learner and patient. We begin with an introduction from Dr. Vakil.

Bio: Katherine Vakil is the Pharmacy Services Manager at Erie Family Health Centers. In 2017, Katherine established a new Pharmacy Services team at Erie, which focuses on improving medication access for patients. Katherine received her Doctor of Pharmacy at the University of Minnesota and Master of Public Health at Northwestern University in Chicago. In 2022, Katherine completed a Disability Leadership Fellowship with Disability Lead. In October 2022, Katherine established the Disability Employee Resource Group (ERG) at Erie and is currently the co-chair. Katherine was born hard of hearing and wears hearing aids.

Transcript

Keywords: disability, health equity, accessibility, pharmacy, hearing loss, accommodations, pharmacy, disabled pharmacist

Produced by: Sofia Schlozman and Lisa Meeks

Audio editor: Jacob Feeman

Digital Media: Katie Sullivan

Resources:

Disability Lead Program

Dr. Kruti Shah's interview

Co-Moderators: Drs. Diana Cejas and Allison Kessler

Interviewee: Dr. Amy Rule, Dr. Sylvia Robinson, Dr. Paige Church, Dr. Jennifer Arnold, Dr. Ashina Singh

This panel was live on December 5th 2023.

In Episode 81, we bring the "Women with Disabilities in Medicine: Illuminating the Pathway" panel to our podcast audience. While the literature suggests a sharp (115%) increase in students with disabilities entering medical education, the growth in the population of practicing physicians (2%) has not kept pace. One reason may be the lack of mentorship. Mentorship is a key part of a successful transition to a career in medicine, especially for women. Practicing physicians share their insight into navigating the training-to-work pathway, thriving as a doctor with disability, and balancing the multiple demands that often disproportionately impact women.

Transcript

Produced by: Lisa Meeks

Audio editor: Jacob Feeman

Digital Media: Katie Sullivan

Keywords: disability, doctors with disabilities, accessibility, med ed, women in medicine, disability identity, ableism, internalized ableism, accommodations, physician, pediatrics, the match, residency, medical education.

DWDI Podcast Website: https://www.docswithdisabilities.org/podcast

Sponsors

Michigan Medicine Center for Disability Health and Wellness

Stanford Medicine Alliance for Disability Inclusion and Equity

Association of Medical Professionals with Hearing Loss (AMPHL)

Michigan Medicine Department of Family Medicine Disability Program

Johns Hopkins Disability Health Research Center

APHA Disability Section

Interviewee: Dr. Pete Poullos

Description: In this special 2 part series, Dr. Neera Jain interviews friend and colleague Dr. Peter Poullos on his experiences as a person with a disability. Dr. Poullos candidly reflects on his journey coming into a disability identity and how learning from a vibrant community of diverse individuals has elevated his thinking about disability justice. He shares insight into the power of community and how transformational it has been in forming the disability resource group at Stanford Medicine. Throughout the interview, Drs Jain and Poullos discuss their shared experiences and their roles as advocates for individuals with disabilities in medicine.

Bio: Dr. Poullos is from Stockton, California. He attended Santa Clara University, then received his M.D. degree at the University of Texas Medical School at Houston, after which he did an Internal Medicine residency at the University of California-San Francisco, finishing in 2002. He stayed at UCSF as a Gastroenterology fellow but, after a spinal cord injury, he decided to retrain in Radiology. He did his Radiology residency at Stanford University, where he also completed a fellowship In Body Imaging in 2009. Dr. Poullos is now faculty in both the departments of Radiology and Gastroenterology and Hepatology.

In 2018, Dr. Poullos founded the Stanford Medicine Abilities Coalition (SMAC), which he serves as Executive Director. In that role, Dr. Poullos advocates for students and healthcare providers with disabilities, as well as for health equity for disabled patients. He is a faculty advisor to the Medical Students with Disability and Chronic Illness (MSDCI). He has paired up with Dr. Lisa Meeks to co-produce the DocsWithDisabilities podcast to increase awareness around the importance of increasing disability representation amongst students and practitioners in healthcare. "Disability is not a problem to solve, it is the solution to our problems."

Transcript

Produced by: Kadesha Treco and Lisa Meeks

Audio editor: Jacob Feeman

Digital Media: Katie Sullivan

Keywords: disability, doctors with disabilities, accessibility, med ed, disability identity, radiology, SCI, Spinal Chord Injury. ableism, internalized ableism, disability justice

DWDI Podcast Website: https://www.docswithdisabilities.org/podcast

References

Sins Invalid, 10 Principles of Disability Justice https://www.sinsinvalid.org/blog/10-principles-of-disability-justice

Resources:

Dr. Jain's article "Political disclosure: resisting ableism in medical education"

Interviewee: Dr. Pete Poullos

Description: In this special 2 part series, Dr. Neera Jain interviews friend and colleague Dr. Peter Poullos on his experiences as a person with a disability. Dr. Poullos candidly reflects on his journey coming into a disability identity and how learning from a vibrant community of diverse individuals has elevated his thinking about disability justice. He shares insight into the power of community and how transformational it has been in forming the disability resource group at Stanford Medicine. Throughout the interview, Drs Jain and Poullos discuss their shared experiences and their roles as advocates for individuals with disabilities in medicine.

Bio: Dr. Poullos is from Stockton, California. He attended Santa Clara University, then received his M.D. degree at the University of Texas Medical School at Houston, after which he did an Internal Medicine residency at the University of California-San Francisco, finishing in 2002. He stayed at UCSF as a Gastroenterology fellow but, after a spinal cord injury, he decided to retrain in Radiology. He did his Radiology residency at Stanford University, where he also completed a fellowship In Body Imaging in 2009. Dr. Poullos is now faculty in both the departments of Radiology and Gastroenterology and Hepatology.

In 2018, Dr. Poullos founded the Stanford Medicine Abilities Coalition (SMAC), which he serves as Executive Director. In that role, Dr. Poullos advocates for students and healthcare providers with disabilities, as well as for health equity for disabled patients. He is a faculty advisor to the Medical Students with Disability and Chronic Illness (MSDCI). He has paired up with Dr. Lisa Meeks to co-produce the DocsWithDisabilities podcast to increase awareness around the importance of increasing disability representation amongst students and practitioners in healthcare. "Disability is not a problem to solve, it is the solution to our problems."

Transcript

Produced by: Kadesha Treco and Lisa Meeks

Audio editor: Jacob Feeman

Digital Media: Katie Sullivan

Keywords: disability, doctors with disabilities, accessibility, med ed, disability identity, radiology, SCI, Spinal Chord Injury. ableism, internalized ableism

DWDI Podcast Website: https://www.docswithdisabilities.org/podcast

References

Stergiopoulos, E., Fernando, O., & Martimianakis, M. A. (2018). "Being on both sides": Canadian medical students' experiences with disability, the hidden curriculum, and professional identity construction. Academic Medicine, 93(10), 1550-1559.

Resources:

Dr. Jain's article "Political disclosure: resisting ableism in medical education"

Interviewees:

Cleveland Clinic Group - Craig Nielsen MD (Clinical Leadership), Stacie Jhaveri MD,

Diane Young MD (OB-GYN clerkship), Theresa Papich (4th year medical student).

Description:

This is a story about what happens when everything goes well and when creativity and a can do attitude lead the discussion. Today, we are talking with a team of OB-GYN clerkship, residency and clinical leaders from Case Western Reserve University and the Cleveland Clinic Lerner College of Medicine, and Theresa Papich, a 4th year medical school student who is a wheelchair user. Throughout our conversation we discuss the accommodations employed to create equal access and the lessons learned along the way. Most importantly we'll talk with Theresa about how this experience felt for her and what she believes schools can do to improve access for learners with disabilities.

Transcript: https://bit.ly/DWDI_Podcast_Ep79

Produced by: Lisa Meeks and Tamar Faggen

Audio editor: Jacob Feeman

Digital Media: Katie Sullivan

Keywords: medical education, disability representation, doctors with disabilities, accessibility, disability mentorship, OB-GYN, clerkship, disability inclusion, wheelchair user, clinical accommodations, internal medicine

Website: https://www.docswithdisabilities.org/podcast

Interviewee: Dr. Joanna Turner Bisgrove

Interviewer: Dr. Peter Poullos

Description:

Today, we are joined by Dr. Joanna Turner Bisgrove. Dr. Bisgrove is a family medicine physician, Assistant Professor in Family Medicine at Rush University Medical Center, and the inaugural chair for the American Medical Association's Disability Advisory Group. Dr. Bisgrove has been involved in healthcare policy for several years and is a staunch advocate for disability inclusion. In this episode, she shares her story as a person with a disability, discusses her leadership at Rush University and in national organizations such as the American Medical Association, and her approach to advocating for students and physicians with disabilities.

Bio:

Dr. Joanna Turner Bisgrove is a family physician and assistant professor of family medicine at Rush University Medical Center in Chicago, Illinois. Prior to joining Rush, she spent the first 14 years of her career near Madison, Wisconsin, and held many local and state leadership positions. She was medical advisor to her local school district for eight years and co-chaired the Legislative Committee for the Wisconsin Academy of Family Physicians for eight years, frequently working with state and federal legislators and their staff to develop evidence-based public health policy.

At the national level, Dr. Bisgrove is a delegate for the American Academy of Family Physicians to the American Medical Association's (AMA) House of Delegates. She is the inaugural chair for the American Medical Association's Disability Advisory Group, recently formed at the behest of the House of Delegates, the AMA governing and policy making body. The Disability Advisory Group will be tasked with helping the AMA increase accessibility and inclusivity for physicians, medical students and residents with disabilities, both within the AMA itself and as an advocate for increased accessibility across medicine. Dr. Bisgrove is a lifelong advocate for disability inclusion and the elimination of barriers in everyday society to help make this possible. Born with a hearing loss that has worsened over time, Dr. Bisgrove is acutely aware of the barriers that persons with disabilities face and determined to fight for policies that are inclusive for everyone.

Dr. Bisgrove's other AMA roles include being a current member of the AMA's Council on Science and Public Health. She is also heavily involved in DEI initiatives as a whole. Upon her move home to Illinois in the summer of 2021, Dr. Bisgrove was appointed to the Legislative Affairs Committee of the Illinois State Medical Society and to the Diversity, Equity and Inclusion group of the Illinois Academy of Family Physicians. At Rush, she is part of Rush's Pursuing Equity Governance Group and its Social Care and Health Equity team. She is also currently working towards her Masters in Public Health with a focus on achieving health for disadvantaged children and their families.

Transcript: https://bit.ly/DWDI_Podcast_Ep78

Produced by: Lisa Meeks and Pranati Movva

Audio editor: Jacob Feeman

Digital Media: Katie Sullivan

Keywords: disability, health equity, accessibility, family medicine, intersectionality, disability mentoring, medical education, hearing loss, accommodations

Interviewee: Amy Rule, MD, MPH, FAAP

Interviewer: Lisa Meeks, PhD, MA

Description:

In this episode we are joined by neonatal and pediatric hospitalist and academic pediatrician Dr. Amy Rule. In this episode, Dr. Rule talks about navigating the academic experience of medical school as a person with disabilities, her experiences in medical school and residency, how her disability impacts her work as a pediatrician and parenting a child with a disability.

Resources: "I Am That Parent" (Cited in episode)

Transcript

Bio: Dr. Amy Rule is a pediatric and neonatal hospitalist and Assistant Professor of Pediatrics at Emory/CHOA and the co-director of Emory's Collaborating Center for Perinatal Equity. She received her medical degree from Wake Forest University SOM. She completed her pediatric residency and combined hospital medicine and global health fellowship at Cincinnati Children's. Her research centers on the intersection of health education and health equity. Her work includes maternal-newborn outcomes research in East Africa, partnering with immigrant and refugee families in Georgia and cultural humility and global health education for healthcare trainees. Dr. Rule has a rare skeletal dysplasia and is a lifelong advocate for people with disabilities through writing, advocacy and diversity and inclusion work in both health professional and community settings.

Linked In

Twitter

Produced by: Lisa Meeks, Kadesha Treco, Jasmine Lopez, R.E. Natowicz, Pranati Movva, and Gabe Abrams.

Audio editor: Jacob Feeman

Digital Media: Katie Sullivan

Keywords: disability, pediatrics, disability mentorship, disability parenting, health equity, accessibility, medical school.

Description:

This 'bonus' listen of our Research and Resource Rounds covering the article, "The Evolution of Disability Language: Choosing Terms to Describe Disability" and authored, in part, by Dr. Ayers, is offered here as a bonus episode to Dr. Kara Ayers interview on our main podcast.

In this article the authors enumerate a series of models used to conceptualize disability and the terminology associated with each model. They provide in-depth explorations of person-first and identity-first language, recommend avoiding euphemisms, and argue against the language restrictions imposed by some style guides.

Article:

"The Evolution of Disability Language: Choosing Terms to Describe Disability" by Erin E. Andrews, Robyn M. Powell, and Kara Ayers. https://doi.org/10.1016/j.dhjo.2022.101328

Producers: Zoey Martin-Lockhart, Lisa Meeks and Jake Feeman

Key Words: Disability terminology, Disability language, Disability studies, Social model, Medical model, Health Sciences, Medical Education

Transcript

Interviewee: Dr. Kara Ayers

Interviewer: Peter Poullos, MD

Description: In this episode, Dr. Peter Poullos interview Dr. Kara Ayers disability researcher and associate director of the University of Cincinnati University Center for Excellence in Developmental Disabilities. Together they discuss advocacy work, interprofessional collaboration, the language we use when describing marginalized communities and how ableism impacts the health outcomes and safety of our patients.

Resources: (1) Evolution of Disability Language (2) How to talk to kids about people with disabilities (3) @ThinkEquitable

Transcript

Bio: Dr. Kara Ayers is an Associate Professor of Pediatrics at Cincinnati Children's Hospital Medical Center, where she is also Associate Director of the University of Cincinnati Center for Excellence in Developmental Disabilities. She's co-founder of the Disabled Parenting Project. She's recently launched the National Center for Disability, Equity, and Intersectionality. Her research interests include health equity, disability ethics, and anti-ableism.

Produced by: Gabe Abrams, Jake Feeman and Lisa Meeks

Digital Media: Katie Sullivan

Keywords: disability, anti-ableism, disability ethics, disability mentorship, disability policy, health equity, intersectionality, docswithdisabilities, medical education.

Interviewee: Rasheera Dopson, MPH

Interviewer: Peter Poullos, MD

Description:

Today, we are joined by public health researcher and disability advocate Ms. Rasheera Dopson. In this episode, Ms. Dopson and Dr. Poullos discuss the interactions between disability and chronic illness, how the experience with disability and the healthcare system changes throughout different life stages, and the intersection of race, gender, and disability .

Bio: Rasheera Dopson, MPH is a motivational speaker, podcaster, author, D.E.I.A. consultant, and qualitative researcher at the National Center of Primary Care at Morehouse School of Medicine. Her intersectional approach to systems thinking has supported organizations and their teams to advance equity and mitigate health disparities in multiply-marginalized communities through community engagement, policy development, education, and advocacy. She founded the Dopson Foundation whose organizational aim is to advance professional, health and social equity for women and girls with disabilities.

Transcript

Resources: https://disabilityvisibilityproject.com/2023/01/10/black-women-leaders-and-disability-justice/

Keywords: disability, disability research, public health, intersectionality, chronic illness, rare diseases, health policy, BIPOC.

Produced by: Gabe Abrams, Jake Feeman and Lisa Meeks

Digital Media: Katie Sullivan

Key Words:

Interviewee: Dr. Kruti Shah (PharmD)

Interviewer: Dr. Lisa Meeks

Description:

In this BIPOC II episode, Dr. Lisa Meeks is joined by Dr. Kruti Shah, a Clinical Operations Pharmacist at Rush University Medical Center. Being a woman of color and having a disability of hearing loss, Dr. Shah is a passionate advocate for Disability, Diversity, Equity, and Inclusion at Rush. Dr. Shah and Dr. Meeks discuss how her upbringing shaped her evolving perceptions of her own disability, the ways in which her formative experiences have informed her work advocating for patients, and her hopes to empower future generations of disabled communities.

Bio:

Kruti Parikh Shah, PharmD, is a Clinical Operations Pharmacist at RUSH University Medical Center. She serves as a steering committee member of the Disabilities Employee Resource Group (DERG) at RUSH and as a DEI committee member for the ICHP. Recognizing the significance of intersectionality in healthcare, Dr. Shah has spearheaded health system-wide initiatives aimed at fostering wellness and inclusion. During the pandemic when medical masks became a barrier to lipreading, she advocated for clear masks to improve access to communication for employees, patients and visitors. Currently serving as a Public Voice Fellow with the OpEd Project, Dr. Shah utilizes her platform to raise awareness and promote disability-affirming care. She has published an article in Newsweek shedding light on the importance of inclusive practices and challenge societal misconceptions surrounding disabilities.

Dr. Shah is a passionate patient advocate and educator advancing the rights and access for individuals with disabilities. Through the Disability Lead fellowship, co-hosting the Docs with Disabilities podcast, and participating in the Disability in Medicine Mutual Mentorship Program, she works tirelessly to promote diversity, equity and inclusion.

She is a graduate of the University of Toronto (Honors BSc) and the University at Buffalo (PharmD)

Producer: Nicole Kim

Transcript

Key words: Hard of hearing, accommodations, BIPOC, Pharmacy, docswithdisabilities, BIPOC, Indian, pharmacistswithdisabilities, empathy, ableism, clear masks, India, captioning, amplified stethescopes.

Description:

In this episode, Dr. Meeks interviews New York Times best-selling author, pediatrician, and Boston Children's Pediatric simulation center director, Dr. Jennifer Arnold. Together, they discuss the elevated standards placed on disabled students, the role disabled physicians play in empowering their patients, and the value of disability education in health care.

Interviewees: Dr. Jennifer Arnold (personal website: https://jenarnoldmd.com/)

Interviewer: Dr. Lisa Meeks

Producer: Gabe Abrams

Key words: medical education, physical disability, accommodations, residency, pediatrics, docswithdisabilities, simulation, television, book, ableism, spondyloepiphyseal dysplasia.

Bio:

Jennifer Arnold, MD, MSc, FAAP is a physician leader at Boston Children's Hospital & Harvard Medical School, a New York Times best-selling author, a pediatrician and neonatologist, and Boston Children's Pediatric simulation center director. Dr. Arnold has dedicated her academic career to health care simulation as a safety tool and an educational tool. She is also a mother, wife, and a person with spondyloepiphyseal dysplasia type strudwick. She is a disability advocate who has spoken nationally and internationally on healthcare simulation education and disability accessibility.

Transcript

Description:

In this episode, Dr. Meeks, Dr. Troung, and Dr. Charnsangavej discuss the residency accommodation system from multiple perspectives, the importance of team-wide support in GME to ensure access for doctors with disabilities, and the value disabled doctors bring to health care.

Interviewees: Dr. Uyen Troung, and Dr. Nalinda Charnsangavej

Interviewer: Dr. Lisa Meeks

Producer: Gabe Abrams

Key words: medical education, physical disability, disability research, accommodations, wheelchair, SCI, medical technology, residency, pediatrics, program director, GME, GME Policy

Bio:

Uyen Truong, MD grew up in Minnesota but is currently finishing her chief year at UT Austin Dell Medical School Pediatric Residency Program. Following graduation, Uyen is going to work as a Complex Care Pediatrician back in Minnesota. Although the path has not been easy, she has always wanted to become a pediatrician and work with kids with medical complexity like herself. Through Uyen%E2%80%99s training and her own personal experiences, she has been able to help parents and children navigate the medical system. Uyen is very excited to continue working and advocating for children with disabilities and helping them achieve their goals.

Nalinda Charnsangavej, MD is an associate professor of pediatrics at the Dell Medical School at the University of Texas at Austin. She serves as the pediatric residency program director and has an interest in promoting a healthy and supportive learning environment through supporting diversity, cultivating an inclusive climate, and promoting physician well-being and resilience. She has a specific interest in raising awareness of the benefits of inclusion of individuals with disabilities in the learning environment and patient care and has supported faculty and institution development in working with trainees with disabilities. In her role as a program director, she has individually mentored many trainees and also recognizes the need to support the establishment of strong mentorship relationships for trainees, particularly those from backgrounds underrepresented in medicine. She has led program-wide efforts to foster wellbeing and resiliency amongst trainees and participates in national work-groups such as the Pediatric Resident Burnout and Resilience Study Consortium. She is interested in helping develop best practices for GME programs to enhance access and inclusion of trainees with disabilities.

Transcript

Description:

In this episode, we are joined by emergency medicine physician, and DIO, Dr. Anne Messman for a conversation about disability disclosure, seeking and receiving accommodations, and creating inclusive and welcoming spaces for trainees.

Interviewee: Dr. Anne Messman

Interviewer: Dr. Lisa Meeks

Producer: Sofia Scholzman

Key Words: Non-apparent disabilty, GME, Emergency Medicine, Invisible disability, DocsWithDisabilities, MS, Multiple Sclerosis, Medical Education, Residents, Residency, DIO, Disability, Bias, DIO, Accommodations.

Bio:

Dr. Anne Messman is an emergency medicine physician in Detroit, Michigan. In addition to clinical work, Dr. Messman also serves as the Vice Chair of Education for the Wayne State University School of Medicine's (WSUSOM) Department of Emergency Medicine and the WSUSOM Associate Dean of Graduate Medical Education. She was diagnosed with multiple sclerosis in 1999 while a junior in high school. In her free time, she enjoys spending time with her husband, children, and dogs and reading.

Transcript

Description:

In this episode Dr. Meeks and Dr. McCulloh, general surgeon and medical technology innovator, discuss the importance of mentorship for disabled healthcare workers, how and when to disclose a disability and the impact of disability representation in medical education.

Interviewee: Dr. Christopher McCulloh

Interviewer: Dr. Lisa Meeks

Producers: Gabe Abrams, and Pranati Movva

Key words: medical education, physical disability, disability research, accommodations, wheelchair, SCI, medical technology

Interviewee Bio:

Chris McCulloh, MD, is a board certified critical care surgeon. Prior to medical school, an injury to his C7 vertebra resulted in paralysis requiring the use of a wheelchair. While completing his residency in general surgery at Morristown Medical Center in New Jersey, he took two years to conduct basic science research at The Ohio State University. He also completed a fellowship in pediatric minimally invasive surgery at The Ohio State University/Nationwide Children's Hospital, and a fellowship in surgical critical care at the University of Michigan. He has authored numerous papers and book chapters, presented extensively at national and international conferences, and won many awards for his work. He came to medicine with a history in the technology industry and a passion for innovation in medical technology. Now he is unifying those two fields as the Associate Director of Clinical Initiatives at Activ Surgical, a company that provides advanced real-time intraoperative visualization, and surgical intraoperative artificial intelligence.

Transcript

Description:

Today, we are joined by two guests and namesakes, Drs. Heather Feldner and Heather Evans, both from the University of Washington, Department of Rehabilitation Medicine . In their conversation with Dr. Pete Poullos, Dr. Evans and Dr. Feldner discuss their arrival to disability studies scholarship at the University of Washington, the curious and impactful forms that their work has taken as products of inter-departmental collaboration, and their visions for a medical education that is more cognizant of and that actively centers the dynamic, lived experiences of those with disabilities.

Interviewees: Drs. Heather Feldner and Heather Evans

Interviewer: Dr. Peter Poullos

Producer: Nicole Kim

Key words: medical education, physical disability, disability research, accommodations, chronic illness, mental health, crip theory

Bios:

Dr. Feldner is an Assistant Professor in the Department of Rehabilitation Medicine, Adjunct Assistant Professor in the Department of Mechanical Engineering, core faculty in the Disability Studies Program, and an Associate Director of the Center for Research and Education on Accessible Technology and Experiences (CREATE) at the University of Washington.

Dr. Feldner's research is centered at the intersection of mobility, disability, and technology in two primary areas, including perceptions of disability and identity and how these emerge and evolve through technology use, and in the design and implementation of pediatric mobility technology, considering how attitudes and the built environment affect equity and participation. She also focuses on how disability can be further integrated into intersectional Diversity, Equity, and Inclusion initiatives, particularly in health professions education. Her current work incorporates multidisciplinary, mixed methods, and participatory approaches drawing from her background as a pediatric physical therapist, doctoral work in disability studies, and postdoctoral research in in mechanical engineering.

Heather D. Evans is a socio-legal scholar who focuses on the ways in which institutions such as the law, higher education, and the medical field interact with marginalized populations. She has conducted statistical analyses, ethnographic fieldwork, and evaluation research. Heather's current work is in the field of Critical Disability Studies examining disclosure, identity management, and workplace accommodations among people with physical, mental, and sensory differences that are not readily apparent. She is also committed to community based research and does consulting work for local social justice organizations, primarily focusing on disparities within the criminal justice system. Heather earned a Ph.D. in Sociology at the University of Washington and teaches courses in the Department of Sociology; Disability Studies Program; and the Law, Societies & Justice Department at UW. She joined the Department of Rehabilitation Medicine at UW in 2021 as an Acting Assistant Professor and Research Director for the Northwest ADA Center.

Transcript

Resources: http://journal.frontiersin.org/article/10.3389/fresc.2022.947592/full?&utm_source=Email_to_authors_&utm_medium=Email&utm_content=T1_11.5e1_author&utm_campaign=Email_publication&field=&journalName=Frontiers_in_Rehabilitation [journal.frontiersin.org]

Description:

In this episode, Dr. Poullos is joined by Dr. Michelle Meade, a professor within the University of Michigan Departments of Physical Medicine & Rehabilitation and Family Medicine and a practicing rehabilitation psychologist. Dr. Meade's research focuses on topics such as healthcare disparities, health self-management, and the employment of individuals with physical disabilities. She joins us today to talk about her career journey and some of her recent work.

Interviewee: Dr. Michelle Meade

Interviewer: Dr. Peter Poullos

Producer: Sofia Scholzman

Key words:

Transcript: https://bit.ly/Episode68_MichelleMeade

Key Words: PM&R; Rehab Psychology, Disability Studies, Disability Research, Psychologist, Physical Disabilities

Bio:

Michelle A. Meade, PhD is a Professor with tenure in the U-M Departments of Physical Medicine and Rehabilitation (PM&R) and Family Medicine within the School of Medicine, a practicing rehabilitation psychologist, affiliated faculty for IHPI, and a Co-Director for the CDHW. Dr. Meade also serves as PI and Director for the NIDILRR-funded Michigan SCI Model Systems (2022-2026) and the IDEAL RRTC (2018-2023). Her research expertise is in the areas of healthcare disparities, health self-management, and employment of individuals with physical disabilities, particularly among individuals with disabilities from marginalized populations.

Description:

This BIPOC II episode is a continuation of Episode 67, part 1. In this episode, Drs. Green and Jain discussing the delicate distinction between the risk of stigma vs. the reward of accommodation and inclusion, and how people navigating the decision to disclose disability and request accommodation face a multitude of barriers.

Interviewee: Emily Green, MD, MA

Interviewer: Dr. Neera Jain

Producer: Lisa Meeks

Key Words: Dyslexia, ADHD, Residency, Psychiatry, Child Psychiatry, Advocacy, NBME, BIPOC, Black, Medical Education, DocsWithDisabilities disabled docs, disability.

Bio:

Dr. Emily Green is a current 3rd year resident at the University of Wisconsin in their General Psychiatry program. She received her Masters in Clinical Psychology from Wheaton college in 2010 and was a Licensed Professional Counselor in the state of Illinois and worked in several not-for-profit organizations helping people with chronic mental health challenges until her transition to medical school in 2016. During her time in medical school she created the student group MSAE (Medical students for accessible education) which is a student-run support and advocacy group for medical students with disabilities. She is interested in Child and Adolescent Psychiatry, specifically in helping students with disabilities gain easier access to 504 plans, IEPS, and accommodations throughout their schooling.

Transcript:

https://bit.ly/DWD_Podcast_67_Part2

Description:

In this BIPOC II episode Dr. Neera Jain, Senior Lecturer at the Centre for Medical and Health Sciences Education at The University of Auckland interviews Dr. Emily Green, a PGY 3 psychiatry resident at the University of Wisconsin School of Medicine and Public Health.

Drs. Jain and Green first met many moons ago as part of the AAMC lived experience project research study, which included interviews with trainees at all levels. At that time, Dr. Green was a medical student. In this episode, Dr. Green discusses how she navigates medicine as a black woman with a disability, how she uses her disability in powerful ways to connect with her patients, and why talking about disability is an important step in reducing stigma.

Interviewee: Emily Green, MD, MA

Interviewer: Neera Jain, PhD

Producer: Lisa Meeks

Bio:

Dr. Emily Green is a current 3rd year resident at the University of Wisconsin in their General Psychiatry program. She received her Masters in Clinical Psychology from Wheaton college in 2010 and was a Licensed Professional Counselor in the state of Illinois and worked in several not-for-profit organizations helping people with chronic mental health challenges until her transition to medical school in 2016. During her time in medical school she created the student group MSAE (Medical students for accessible education) which is a student-run support and advocacy group for medical students with disabilities. She is interested in Child and Adolescent Psychiatry, specifically in helping students with disabilities gain easier access to 504 plans, IEPS, and accommodations throughout their schooling.

Key Words: Dyslexia, ADHD, Residency, Psychiatry, Child Psychiatry, Advocacy, NBME, BIPOC, Black, Medical Education, DocsWithDisabilities, disabled docs, disability, disclosure.

Transcript

https://bit.ly/DWD_Podcast_67_Part1

Description:

In this episode, Baylor College of Medicine Associate Professor Dr. Michelle Ludwig discusses navigating life as a deaf individual. Listen or read along as she and Dr. Meeks converse about accommodations in medical school and beyond, the importance of self-advocacy, and the benefits of mentorship through The Association of Medical Professionals with Hearing Losses.

Interviewee: Michelle Ludwig, MD

Interviewer: Lisa Meeks, PhD

Producer: Sofia Scholzman

Bio:

Dr. Ludwig is an associate professor of radiation oncology at Baylor College of Medicine in Houston, Texas. She went to Purdue University for undergraduate work, received her medical degree and master of public health degree from Emory University and completed residency at MD Anderson Cancer Center, and then served there as faculty there for 3 years. Additionally, she completed her Ph.D. in epidemiology at The University of Texas School of Public Health at Houston. She currently specializes in breast and gynecological cancer, including a high volume of gynecologic brachytherapy, and her research interests include cancer prevention, health education and clinical trials. Her career goals are to improve the oncologic care of breast and gynecological cancer patients by studying to improve radiation treatment and training the next generation of learners. Since the age of 2, she has been profoundly deaf and is the faculty sponsor for the Baylor group for students with disabilities. She is active with AMPHL (American Medical Professionals with Hearing Loss), reads lips and currently has her second Canine Companions hearing dog, Pam.

Key Words: DHOH, radiation oncology, Deaf, Service Dog, Sign Language Interpreting, Captioning, accommodations, medical education, operating room, AMPHL.

Transcript: https://bit.ly/Episode66_Transcript

TRIGGER WARNING:

This episode contains discussion of violence against minorities, depression, and suicidality. We advise that you use discretion when listening. For any U.S. listeners, if you or someone you know is experiencing suicidal thoughts, the Suicide & Crisis Lifeline can be reached by dialing 988, and additional resources will be available in the show notes of this episode.

Description:

In today's episode, guest interviewer Dr. Justin Bullock, a nephrology fellow at the University of Washington School of Medicine, interviews Dr. Chase Anderson, an Assistant Professor of child and adolescent psychiatry at UC San Francisco. Friends and colleagues since college, Dr. Anderson and Dr. Bullock discuss how they hold their identities as Black, gay, public-facing figures in medicine, the forms that activism can take when complicated by one's marginalized identities, and how medical professions and mental health might be made more kindred spirits.

Chase Anderson Bio: (in his own words)

Hi, Chase Anderson here! My interests in medicine revolve around mental health and advocacy for LGBTQ+ and minoritized populations. I hope to work with as many kids as I can so they might feel more safe with their own minds, are able navigate the world being minoritized and having mental illness, and to work with the family as a whole around healing.

Outside of the hospital, I like to write op-eds about race, LGBTQ+ matters, diversity, minority stress, and other topics (including how they relate to psychiatry), give talks at universities around minority stress, read fantasy novels, listen to Kpop, go for long walks, plan group dinners with friends, and talk with others about how to make the world better. Oh, and gay clubbing.

I'm also active on Twitter (not as much as before, but I tweet sometimes!), where I speak about racism, homophobia, and bigotry in medicine and the wider world. My handle is @ChaseTMAnderson, and my Instagram is @AresTMusesDreamCooper.

Dr. Justin Bullock bio:

Justin Bullock is a fellow in nephrology at the University of Washington School of Medicine. Dr. Bullock is a passionate medical educator, teacher, researcher, and lifelong learner. His primary research focus centers on how educators can minimize identity threats in the learning environment.

Key Words:

Psychological disability, LGBTQ+, psychiatry, nephrology, depression, mental health, suicide, BIPOC

Transcript: https://bit.ly/Episode65_ChaseAnderson