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The need for active allies: A narrative analysis of disabled medical students' perspectives of their medical school.

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Title: The need for active allies: A narrative analysis of disabled medical students' perspectives of their medical school.
Authors: Bourke, J.1,2,3, Caldwell, J.4, Martin, R. A.1,4, Grainger, R.1 rebecca.grainger@otago.ac.nz
Source: Focus on Health Professional Education (2204-7662). 2025, Vol. 26 Issue 1, p40-59. 20p.
Subject Terms: *Students with disabilities, *Medical education, *Right to education, *Medical school curriculum, Solidarity, Pressure groups, Narrative inquiry (Research method)
Abstract: Introduction: Providers of medical degree programs need to ensure that graduates represent the diverse communities they serve. Disabled students face barriers to accessing and completing medical programs. As the call for a more inclusive and supportive medical education culture grows internationally, it is essential to understand the perspectives of disabled medical students in Australasia. To inform the ongoing discussion concerning inclusive medical education, this study aimed to describe disabled medical students' experiences regarding the inclusive culture of a medical degree program at a University in New Zealand. Methods: Semi-structured interviews and a "writing" story-elicitation activity were conducted with five participants who self-identified as experiencing disability and who were enrolled in a medical degree program. Interviews were between 1 and 1.5 hours, transcribed verbatim and subject to narrative analysis. Results: Data are presented through three archetype participant narrative summaries preceding three overarching themes. Participants generally reported experiencing passive allyship regarding disability and received support from staff, students and disability support services. However, they also recounted instances where their disabilities were negatively framed and stigmatised as hindrances. These experiences led to a reluctance to disclose further needs, with participants feeling that accommodating their disabilities was solely their responsibility. They expressed a desire for the medical school to proactively create opportunities and spaces to normalise and validate the needs of disabled students. Conclusion: Findings illustrate how medical programs can better position themselves as proactive allies by creating opportunities for disabled students, thereby better reflecting society's diversity. [ABSTRACT FROM AUTHOR]
Copyright of Focus on Health Professional Education (2204-7662) is the property of ANZAHPE: Australian & New Zealand Association for Health Professional Educators and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Text:
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PubType: Academic Journal
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  Data: The need for active allies: A narrative analysis of disabled medical students' perspectives of their medical school.
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  Data: <searchLink fieldCode="AR" term="%22Bourke%2C+J%2E%22">Bourke, J.</searchLink><relatesTo>1,2,3</relatesTo><br /><searchLink fieldCode="AR" term="%22Caldwell%2C+J%2E%22">Caldwell, J.</searchLink><relatesTo>4</relatesTo><br /><searchLink fieldCode="AR" term="%22Martin%2C+R%2E+A%2E%22">Martin, R. A.</searchLink><relatesTo>1,4</relatesTo><br /><searchLink fieldCode="AR" term="%22Grainger%2C+R%2E%22">Grainger, R.</searchLink><relatesTo>1</relatesTo><i> rebecca.grainger@otago.ac.nz</i>
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  Data: <searchLink fieldCode="JN" term="%22Focus+on+Health+Professional+Education+%282204-7662%29%22">Focus on Health Professional Education (2204-7662)</searchLink>. 2025, Vol. 26 Issue 1, p40-59. 20p.
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  Data: *<searchLink fieldCode="DE" term="%22Students+with+disabilities%22">Students with disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Medical+education%22">Medical education</searchLink><br />*<searchLink fieldCode="DE" term="%22Right+to+education%22">Right to education</searchLink><br />*<searchLink fieldCode="DE" term="%22Medical+school+curriculum%22">Medical school curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Solidarity%22">Solidarity</searchLink><br /><searchLink fieldCode="DE" term="%22Pressure+groups%22">Pressure groups</searchLink><br /><searchLink fieldCode="DE" term="%22Narrative+inquiry+%28Research+method%29%22">Narrative inquiry (Research method)</searchLink>
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  Label: Abstract
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  Data: Introduction: Providers of medical degree programs need to ensure that graduates represent the diverse communities they serve. Disabled students face barriers to accessing and completing medical programs. As the call for a more inclusive and supportive medical education culture grows internationally, it is essential to understand the perspectives of disabled medical students in Australasia. To inform the ongoing discussion concerning inclusive medical education, this study aimed to describe disabled medical students' experiences regarding the inclusive culture of a medical degree program at a University in New Zealand. Methods: Semi-structured interviews and a "writing" story-elicitation activity were conducted with five participants who self-identified as experiencing disability and who were enrolled in a medical degree program. Interviews were between 1 and 1.5 hours, transcribed verbatim and subject to narrative analysis. Results: Data are presented through three archetype participant narrative summaries preceding three overarching themes. Participants generally reported experiencing passive allyship regarding disability and received support from staff, students and disability support services. However, they also recounted instances where their disabilities were negatively framed and stigmatised as hindrances. These experiences led to a reluctance to disclose further needs, with participants feeling that accommodating their disabilities was solely their responsibility. They expressed a desire for the medical school to proactively create opportunities and spaces to normalise and validate the needs of disabled students. Conclusion: Findings illustrate how medical programs can better position themselves as proactive allies by creating opportunities for disabled students, thereby better reflecting society's diversity. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Focus on Health Professional Education (2204-7662) is the property of ANZAHPE: Australian & New Zealand Association for Health Professional Educators and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.11157/fohpe-vol26iss1id830
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        Text: English
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      – SubjectFull: Right to education
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      – SubjectFull: Medical school curriculum
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      – SubjectFull: Solidarity
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      – SubjectFull: Pressure groups
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      – SubjectFull: Narrative inquiry (Research method)
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      – TitleFull: The need for active allies: A narrative analysis of disabled medical students' perspectives of their medical school.
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              Text: 2025
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