title: Supporting students with disability and health issues: lowering the social barriers.
abstract: BACKGROUND
  Legislation and General Medical Council guidance require medical schools to make reasonable adjustments to enable students with disabilities to progress in their studies without disadvantage. Current definitions of disability have moved from the traditional 'medical' model to a 'social' model that emphasises the role of institutions in removing unnecessary barriers to learning through flexible provision. In response, two medical schools introduced a Student Support Card to empower students with disabilities and health issues to request reasonable adjustments. A study was carried out to ascertain the effectiveness of the Student Support Card from the user's perspective in both institutions.
  
  
  METHODS
  A questionnaire survey of card-holders was conducted in 2009-2010. A total of 31 respondents took part, from among whom six volunteers were recruited to participate in semi-structured interviews. Thematic analysis was conducted and data independently analysed by two researchers.
  
  
  RESULTS
  The results from the questionnaire indicated that the scheme was well received by students and brought clear benefits, and that the card's value lay in ownership, as well as in use. Further themes emerged from the interviews which suggested that students were judicious in requesting adjustments, thus reflecting their concerns over the disclosure of disability, the threat that their behaviour might be misinterpreted and their acquiring of the competencies necessary to become a doctor.
  
  
  CONCLUSIONS
  The benefits of such a scheme are that it is flexible and addresses unique student needs. Further research needs to focus upon: how educators perceive the utility of the Student Support Card; whether it should be embedded in the wider medical school culture, and, subsequently, how a working consensus can be achieved with regard to reasonable adjustments within vocational education in which there are clear requirements for competence.
authors.affiliation: Centre for Medical Education, Barts and The London, Queen Mary University of London, London, UK. v.cook@qmul.ac.uk
authors.forename: Vivien
authors.initials: V
authors.lastname: Cook
authors.forename: Ann
authors.initials: A
authors.lastname: Griffin
authors.forename: Sheila
authors.initials: S
authors.lastname: Hayden
authors.forename: Joy
authors.initials: J
authors.lastname: Hinson
authors.forename: Peter
authors.initials: P
authors.lastname: Raven
mesh_terms: D000223:Adaptation, Psychological; D006233:Persons with Disabilities / Q000193:education* / Q000523:psychology; D004501:Education, Medical / Q000379:methods* / Q000592:standards; D005260:Female; D006801:Humans; D008297:Male; D012944:Social Support; D012959:Socioeconomic Factors; D013337:Students, Medical / Q000523:psychology*; D011795:Surveys and Questionnaires