{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,2,27]],"date-time":"2026-02-27T05:11:06Z","timestamp":1772169066127,"version":"3.50.1"},"update-to":[{"DOI":"10.12688\/mep.20329.1","type":"new_version","label":"New version","source":"publisher","updated":{"date-parts":[[2024,12,10]],"date-time":"2024-12-10T00:00:00Z","timestamp":1733788800000}},{"DOI":"10.12688\/mep.20329.2","type":"new_version","label":"New version","source":"publisher","updated":{"date-parts":[[2024,12,10]],"date-time":"2024-12-10T00:00:00Z","timestamp":1733788800000}}],"reference-count":30,"publisher":"F1000 Research Ltd","license":[{"start":{"date-parts":[[2024,12,10]],"date-time":"2024-12-10T00:00:00Z","timestamp":1733788800000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["mededpublish.org"],"crossmark-restriction":false},"short-container-title":["MedEdPublish"],"abstract":"<ns3:p>Disability is extremely common, and there is a need for high quality medical school curricula on working with persons with disabilities. The goal of disability training is to provide the proper knowledge and skills to address the unique needs of persons with disability (PWD), mitigate health disparities, and help shape more compassionate and informed physicians. This article presents 12 tips to incorporate disability training into undergraduate medical education. These tips emphasize the inclusion of PWD in all stages of the curriculum, interprofessional education, experiential learning, and exposure to a range of disability types. By leveraging these tips, educators will be able to create effective learning opportunities and improve the future healthcare of PWD.<\/ns3:p>","DOI":"10.12688\/mep.20329.3","type":"journal-article","created":{"date-parts":[[2024,12,10]],"date-time":"2024-12-10T10:00:23Z","timestamp":1733824823000},"page":"32","update-policy":"https:\/\/doi.org\/10.12688\/mep.crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["12 Tips for Including Disability Awareness within Undergraduate Medical Education Curricula"],"prefix":"10.12688","volume":"14","author":[{"given":"Tanvee","family":"Sinha","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-3072-4021","authenticated-orcid":false,"given":"Caroline 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Teach."}],"container-title":["MedEdPublish"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/mededpublish.org\/articles\/14-32\/v3\/xml","content-type":"application\/xml","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/mededpublish.org\/articles\/14-32\/v3\/pdf","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/mededpublish.org\/articles\/14-32\/v3\/iparadigms","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2024,12,10]],"date-time":"2024-12-10T10:00:26Z","timestamp":1733824826000},"score":1,"resource":{"primary":{"URL":"https:\/\/mededpublish.org\/articles\/14-32\/v3"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2024,12,10]]},"references-count":30,"URL":"https:\/\/doi.org\/10.12688\/mep.20329.3","relation":{"has-version":[{"id-type":"doi","id":"10.12688\/mep.20329.2","asserted-by":"subject"},{"id-type":"doi","id":"10.12688\/mep.20329.1","asserted-by":"subject"}],"has-review":[{"id-type":"doi","id":"10.21956\/mep.22309.r40746","asserted-by":"object"},{"id-type":"doi","id":"10.21956\/mep.22309.r40510","asserted-by":"object"},{"id-type":"doi","id":"10.21956\/mep.22309.r40496","asserted-by":"object"}]},"ISSN":["2312-7996"],"issn-type":[{"value":"2312-7996","type":"electronic"}],"subject":[],"published":{"date-parts":[[2024,12,10]]},"assertion":[{"value":"Indexed","URL":"https:\/\/mededpublish.org\/articles\/14-32\/v3#article-reports","order":0,"name":"referee-status","label":"Referee status","group":{"name":"current-referee-status","label":"Current Referee Status"}},{"value":"10.21956\/mep.21759.r37148, Ami L DeWaters, Penn State College of Medicine, Hershey, Pennsylvania, 13 Jun 2024, version 1, 2 approved with reservations","URL":"https:\/\/mededpublish.org\/articles\/14-32\/v1#referee-response-37148","order":0,"name":"referee-response-37148","label":"Referee Report","group":{"name":"article-reports","label":"Article Reports"}},{"value":"<b>Will Brooks<\/b>; \n<i>Posted: 04 Sep 2024<\/i>; Thank you for the helpful review of our manuscript.&nbsp;  We have re-titled the former Tip 1 (now Tip 2 in the revised manuscript) as \u201cFollow Kern\u2019s six-step method for curriculum development\u201d and reworked this section to include each of the six phases described in his book. We do not feel that Tips 6 (Include a variety of pedagogies, emphasizing experiential learning), 11 (Embed reflective elements), and 12 (Create longitudinal experiences) fit precisely within Kern\u2019s model, yet are important in the context of disability awareness promotion.  Therefore, we have elected to keep those as separate and unique tips to highlight their importance. The title and focus of the former Tip 2 is \u201cEmbed PWD into all phases of the curriculum\u201d.  We agree wholeheartedly with the reviewer that persons with disabilities MUST be included in the planning, design, implementation, and evaluation of a disability awareness curriculum. We have elevated this to Tip 1 in the revised manuscript and replaced the abbreviation \u201cPWD\u201d from the title with \u201cpersons with disabilities\u201d to accentuate this tip and highlight its importance.","URL":"https:\/\/mededpublish.org\/articles\/14-32\/v3#referee-comment-3565","order":1,"name":"referee-comment-3565","label":"Referee Comment","group":{"name":"article-reports","label":"Article Reports"}},{"value":"10.21956\/mep.22106.r38860, Linda S Nield, West Virginia University School of Medicine, Morgantown, West Virginia, 18 Nov 2024, version 2, indexed","URL":"https:\/\/mededpublish.org\/articles\/14-32\/v2#referee-response-38860","order":2,"name":"referee-response-38860","label":"Referee Report","group":{"name":"article-reports","label":"Article Reports"}},{"value":"10.21956\/mep.22106.r39201, Suzanne Smeltzer, Villanova University, Pennsylvania, 24 Oct 2024, version 2, indexed","URL":"https:\/\/mededpublish.org\/articles\/14-32\/v2#referee-response-39201","order":3,"name":"referee-response-39201","label":"Referee Report","group":{"name":"article-reports","label":"Article Reports"}},{"value":"<b>Will Brooks<\/b>; \n<i>Posted: 05 Dec 2024<\/i>;  The estimate of prevalence of disability is low. In 2024, the CDC reported 70 million people in USA to have a disability. Thank you for this updated statistic. We have edited the manuscript to reflect the current estimate of 70 million. &nbsp; &nbsp;Document refers to \u201cmedical\u201d care; reviewer would suggest use of \u201chealth\u201d care as it is more encompassing and does include medical care. We have changed all instances of \u201cmedical care\u201d with \u201chealthcare\u201d. &nbsp; &nbsp;Authors state that \u201cApproximately half of American medical schools have a disability curriculum\u201d but say nothing about the quality of those curricula. It seems important to do so as not all curricula are the same. We agree with the reviewer. Unfortunately, we are not aware of any data that would speak to the quality of medical school disability curricula. Quality likely varies and would be an interesting point of study for future work in this area. &nbsp; &nbsp; Tip 1: would change \u201cthese factors would be realistically modifiable\u201d to \u201cmost of these factors\u201d. We have made this adjustment. &nbsp; &nbsp; Some elaboration of how the steps of Kern\u2019s approach (mentioned at end of Tip 2) would be accomplished would be helpful addition to Tip 1. We have added additional suggestions into Tip 1 for how to utilize PWD effectively into each general phase of the curriculum, including design, implementation, and assessment. For educators who are looking for more detailed ideas regarding implementation of Kern\u2019s approach, his book, Curriculum Development for Medical Education, would be an appropriate source. &nbsp; &nbsp; Tip 3 makes no mention of the largest workforce in health care (nursing workforce); so, it should be mentioned when other healthcare professions are mentioned.&nbsp; Nursing IS mentioned in Tip 4 (once, but discussion is cursory). Thank you for pointing out this important omission. We have added the following statement to Tip 3: \u201cNurses, who represent the largest workforce within healthcare, play diverse and often front-line roles in the care of PWD.\u201d &nbsp; Tip 6 does not mention family members\/caregivers who might be the best informants, especially of individuals with significant IDD or cognitive impairment; so, they should be mentioned as possible informants. This is a great point. We have added the following sentence to Tip 6: \u201cIn the context of patients who may have intellectual and developmental disabilities or cognitive impairments, family members and caregivers can serve as valuable teachers in these experiential settings.\u201d &nbsp; &nbsp; Tip 8 should mention that many resources\u2026videos, etc\u2026. can be accessed for education of students. Inclusion of mention of some examples of these resources would likely be helpful. Thank you. We have added a reference to the ADA National Network, which provides a variety of resources on understanding the ADA. &nbsp; &nbsp; Tip 9: Should emphasize that the ADA has legal implications; otherwise, too many health care professionals think of ADA requirements as \u201cnice to know\u201d rather than a legal mandate. We have added a statement to Tip 8 on the importance of students understanding the legal implications of the ADA in their future clinical practices. &nbsp; &nbsp; While the caution about disability simulation experiences was an extremely important addition, another possible negative consequence of these experiences is that \u201clearners\u201d often approach them as a game or a joke. Instead of concluding that having a disability is worse than death (which is the view of too many HCPs), some come away from the experience with the view that it is \u201cnot a big deal\u201d. So great caution in using such simulations should be emphasized and PWD must be involved in these simulations. Otherwise, they should be avoided. We agree with the reviewer and have added another statement to Tip 9 emphasizing caution and the inclusion of PWD in any disability simulation to mitigate risks. &nbsp; &nbsp; Tip 12 does not address OB\/maternal care, and it must do so as women with disability face ableism to a high degree because HCPs fail to consider them appropriate parents (includes males with disability, too). So it must be mentioned as an area of the curriculum and practice where disability is addressed. This is another great suggestion. We have added a statement to Tip 12 calling for \u201cThoughtful inclusion of disability awareness should also be incorporated into obstetrics and gynecology (OB\/GYN) as well as pediatric clerkships in the context of parents who have a disability or parents who will be caring for children with a disability\u201d. Two additional citations were added to support this. &nbsp; &nbsp; An issue not addressed in the 12 tips is what content about disability should be addressed and what competencies should be the goal of medical education. I would recommend that the authors review the Core Competencies developed by the Alliance for Disability in Health Care Education, Inc. (ADHCE).&nbsp; The competencies were developed by an interprofessional, multidisciplinary group of healthcare professionals and individuals with disability. The competencies have been reviewed and endorsed by disability and disability advocacy groups, and major professional organizations, including those from medicine. The National Council on Disability (2022) also endorsed the competencies for use in the education of health care professionals across disciplines. The content of what is or should be taught is missing from the manuscript. While we feel that specifying the exact content and competencies for UME disability education is outside of the scope of this particular 12 tips article and will likely vary between institutions, your point of providing recommended guidance on published competencies is well taken. To that end, we have included the ADHCE as an example of competencies for medical educators to consider when developing their own learning objectives in Tip 2. &nbsp; &nbsp; A point worth considering for inclusion is that faculty (and many physicians currently in practice) may have received little if any education about the topic in their own education and training. Thus, they, too, will need to receive help in identifying 1) why this important, and 2) how having a disability affects one\u2019s ability to receive health care. Further, HCP faculty often believe that they are already teaching adequately about disability (if they are reaching about disabling conditions, which is not the same as teaching about disability), so will be reluctant to add or take on another topic. This needs to be considered in the process and the importance of addressing disability emphasized. This is an important point and one that we agree should be included in the manuscript. We have added the following to the Introduction: \u201cIt must be noted that instruction regarding the pathophysiology, diagnosis and management of disabling conditions is not equivalent to instruction regarding disability. Disability awareness involves self-reflection of one\u2019s perceptions around disability and an active role in establishing inclusion for PWD.\u201d","URL":"https:\/\/mededpublish.org\/articles\/14-32\/v3#referee-comment-3608","order":4,"name":"referee-comment-3608","label":"Referee Comment","group":{"name":"article-reports","label":"Article Reports"}},{"value":"The author(s) declared that no grants were involved in supporting this work","order":5,"name":"grant-information","label":"Grant Information"},{"value":"This is an open access article distributed under the terms of the Creative Commons Attribution Licence, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.","order":0,"name":"copyright-info","label":"Copyright"}]}}