What’s New: A Preview of the September Issue
The September issue of Academic Medicine is now available! Read the entire issue online at academicmedicine.org or on your iPad using the Academic Medicine for iPad app. The September issue is a theme issue on graduate medical education. Highlights include:
A Vision for Graduate Medical Education
Our editor-in-chief, David Sklar, discusses current challenges in and three threats to graduate medical education, and offers suggestions to address the three threats.
Chasing Perfection and Catching Excellence in Graduate Medical Education
Andolsek asserts we must make an informed judgment regarding the quality of graduate medical education by applying an evidence-based approach, carefully measuring performance against specific criteria.
Addressing the Shortage of Geriatricians: What Medical Educators Can Learn From the Nurse Practitioner Training Model
Golden and colleagues contend the training model for adult-gerontology primary care nurse practitioners has fewer requirements, more flexibility, and shorter duration compared with the training model for geriatricians.
A Statewide Strategy for Expanding Graduate Medical Education by Establishing New Teaching Hospitals and Residency Programs
Nuss and colleagues discuss how, to address physician shortages, the state of Georgia committed to establishing new graduate medical education programs at new teaching hospitals to train 400 additional residents by 2018.
What’s In the Queue: A Sneak Peek
Here’s a preview of an upcoming innovation report by Sarmiento and colleagues.
From Impairment to Empowerment: A Longitudinal Medical School Curriculum on Disabilities
Cristina Sarmiento, Sonya R. Miller, MD, Eleanor Chang, MSW, Phillip Zazove, MD, and Arno K. Kumagai, MD
All physicians will care for individuals with disabilities; however, education about disabilities is lacking at most medical schools. Most of the schools that do include such education exclusively teach the medical model, in which disability is viewed as an impairment to be overcome. Disability advocates contest this approach because it overlooks the social and societal contexts of disability. A collaboration between individuals with disabilities, educators, and physicians to design a medical school curriculum on disabilities could overcome these differences.
A curriculum on disabilities for first- and second-year medical students was developed during the 2013–2014 academic year and involved a major collaboration between a medical student, medical educators, disability advocates, and academic disability specialists. The guiding principle of the project was the Disability Rights Movement motto, “Nothing about us without us.” Two small-group sessions were created, one for each medical school class. They included discussions about different models of disability, video and in-person narratives of individuals with disabilities, and explorations of concepts central to social perceptions of disability, such as power relationships, naming and stigmatization, and disability as identity.
According to evaluations conducted after each session, students reported positive feedback about both sessions.
Through this curriculum, first- and second-year medical students learned about the obstacles faced by individuals with disabilities and became better equipped to understand and address the concerns, hopes, and societal challenges of their future patients. This inclusive approach may be used to design additional curricula about disabilities for the clinical and postgraduate years.