title: Learning from Physicians with Disabilities and Their Patients.
abstract: Although progress has been made in diversifying medical school admissions and faculty, this has not extended to physicians with physical disabilities. To improve our understanding of medical students and physicians with physical and sensory disabilities, the authors propose systematically gathering information on the needs and experiences of four groups: physicians who had disabilities before beginning practice, physicians whose disabilities were incurred during their medical careers, physicians drawn from those two groups, and patients of physicians with disabilities. It is hoped these data would be used by counselors, administrators, and admissions committees in advising medical school applicants with disabilities and in revising institutional policies with a view to increasing matriculation and graduation rates of medical students with disabilities.
authors: Professor emeritus of physical medicine and rehabilitation at Rutgers New Jersey Medical School in Newark, New Jersey. He is also a member of the Institute of Medicine. He has chaired the American Board of Medical Specialties, the Educational Commission for Foreign Medical Graduates, the Association of Academic Physiatrists, the International Society of Physical and Rehabilitation Medicine, and the administrative board of the Council of Academic Societies (now the Council of Faculty and Academic Societies) of the Association of American Medical Colleges.
authors: Joel A
authors: JA
authors: DeLisa
authors: Professor of psychiatry at Rutgers New Jersey Medical School in Newark, New Jersey.
authors: Jacob Jay
authors: JJ
authors: Lindenthal
mesh_terms: D032882:Comprehension; D006233:Persons with Disabilities; D004501:Education, Medical; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D007858:Learning; D016134:Organizational Policy; D010820:Physicians; D012570:School Admission Criteria; D012577:Schools, Medical; D013337:Students, Medical