Episode 22: Preparing to Thrive: Supporting Learners With Disabilities Through the Undergraduate-to-Graduate Medical Education Transition

Collection IV: Policies towards Disability Inclusivity in the Health Sciences.

Article or Publication discussed: "Preparing to Thrive: Supporting Learners With Disabilities Through the Undergraduate-to-Graduate Medical Education Transition"

Authors: Zoie Sheets, Maureen Fausone, Anne Messman, Pilar Ortega, Jessica Ramsay, Megan Creasman, and Nalinda Charnsangavej

Citation: Sheets, Zoie C., Maureen Fausone, Anne Messman, et al. "Preparing to Thrive: Supporting Learners With Disabilities Through the Undergraduate-to-Graduate Medical Education Transition." Academic Medicine 100, no. 10S (2025): S161. https://doi.org/10.1097/ACM.0000000000006136.

Description: This episode explores concrete strategies for supporting disabled medical students as they navigate the critical transition from medical school to residency. The authors organize their recommendations across four key areas: disability disclosure, specialty selection, program selection, and requesting accommodations in graduate medical education. The episode describes the vital roles that faculty mentors, Disability Resource Professionals (DRPs), UME institutions, GME programs, and accrediting bodies each play in creating environments where disabled learners can thrive.

Producer: Zoey Martin Lockhart, Lisa Meeks

Audio Engineer: Jacob Feeman

Transcript: https://docs.google.com/document/d/1n_6VUQr0mwmQHOPBgUXU3qJhKHQGyiztVGFUa-kef2E/edit?usp=sharing

Keywords:

Residency

Graduate Medical Education

Disability Resource Professionals

Episode 21:

Collection IV: policies towards disability inclusivity in the health sciences.

Article or Publication discussed:

Authors: Liz Bowen, Emily Cleveland-Manchanda, Peppar E.P. Cyr, Rosemarie Garland-Thomson, Susan Havercamp, Kristi Kirschner, Rebecca Kronk, Lisa M. Meeks, Peter Poullos, Zoie Clarise Sheets, Dorothy W. Tolchin, Stephanie Pham Van, Silvia Yee, and Erik Parens

Citation: Bowen, Liz, Emily Cleveland-Manchanda, Peppar E.P. Cyr, et al. "Anti-Ableist Medical Education: Meeting the Challenges." The Hastings Center. Issue Brief, 2024 https://www.thehastingscenter.org/anti-ableist-medical-education-meeting-the-challenges/.

Description: The Hastings Center Issue Brief covered in this episode describes the challenges confronted by those seeking to implement anti-ableist, disability-specific education. Its specificity and realism when articulating barriers and suggesting solutions is refreshing. The tone is empathetic and practical. Sprinkled throughout the issue brief—perhaps more accurately described as a guide—are training, evaluation, and educational resources that, beyond providing immediately deployable content, are foundational examples of disability-inclusive achievements. Hopefully, these resources act as encouragement to disability educators and advocates in the pedagogical trenches.

Producer: Zoey Martin Lockhart, Lisa Meeks

Audio Engineer: Jacob Feeman

Transcript: Episode 21: "Anti-Ableism Medical Education: Meeting the Challenges"

Release: 2025

Keywords:

Anti-Ableism

Medical Education

Biopsychosocial model

Disability competencies

Clinical disability training

Title of Featured Article: Addressing Ableism in Physician Well-Being Planning

Citation:

Quon, Michael. 2024. "Addressing Ableism in Physician Well-Being Planning." JAMA 332 (4): 275–76. https://doi.org/10.1001/jama.2024.7736.

Authors: Michael Quon

Transcript:

https://docs.google.com/document/d/1rm5hiHNrxW0Gbs141BmLIPm48xvR_l9d/edit?usp=drive_link&ouid=107682871199975293144&rtpof=true&sd=true

Summary:

Research and Resource Rounds episode 20 discusses Dr. Michael Quon's thoughtful assessment of the National Academy of Medicine's National Plan for Health Workforce Well-Being. At the plan's core is a contradiction: while the plan aims to combat physician burnout and promote wellness, it systematically ignores the needs of disabled physicians. Quon identifies a pattern of structural ableism throughout the plan's recommendations. Disability is treated as a temporary problem requiring management rather than an ongoing aspect of professional diversity requiring sustained workplace accommodations; temporary injury and short-term accommodations are forefronted in the plan while long-term accommodations that facilitate disabled doctors' enduring career of medical practice are overlooked. Quon advocates for fundamental shifts: accommodation policies that don't require disclosure, improved licensing processes, integration of disability experts into leadership, and recognition that disabled physicians bring unique value to patient care through their lived experiences.

Keywords:

Well-being, Ableism, Medical Education, Implicit bias, Explicit bias, Disability, medicine, medical training, National Academy of Medicine, physicians with disabilities, accommodations

Producer: Zoey Martin Lockhart, Lisa Meeks

Audio Engineer: Jacob Feeman

Release: July 2025