View in EDS HTML Full Text PDF Full Text

Strategies to increase accessibility for students with disabilities in health professional education programs: A scoping review: BEME Review No. 94.

Saved in:
Bibliographic Details
Title: Strategies to increase accessibility for students with disabilities in health professional education programs: A scoping review: BEME Review No. 94.
Authors: Dhillon, Shaminder1 sdhill@mcmaster.ca, Roque, Michelle Ira1, Maylott, Paige1, Brooks, Dina1, Wojkowski, Sarah1
Source: Medical Teacher. Jul2025, Vol. 47 Issue 7, p1062-1082. 21p.
Subject Terms: *Academic accommodations, *Health occupations students, *Students with disabilities, *Health occupations schools, *Cultural pluralism, Research funding, Descriptive statistics, Systematic reviews, Psychosocial factors
Abstract: Purpose: Despite legislative changes, students with disabilities experience lower retention and higher attrition in health professional programs (HPP), compared to nondisabled peers. The purpose of this study was to identify strategies in the literature that may improve HPP accessibility for disabled students. Methods: The Joanna Briggs Institute methodology was applied to this scoping review. Five databases, four Google domains, and five websites of organizations that promote student accessibility were searched. Reviewers applied inclusion and exclusion criteria for title and abstract screening; conducted full-text reviews; and extracted and analyzed data using counts, frequencies, coding, and categorizing to identify strategies. Results: Strategies to improve HPP accessibility were reported most often in literature from the USA, and by nursing and medical professions. The most salient strategy was 'types of accommodations' provided by HPP, followed by 'education, critical reflection and culture change for educators and staff.' Conclusions: While types of accommodations are reported often, they may not be widely applicable nor generalizable given the number of students with disabilities are increasing and the need to consider each student's unique accommodations. A multi-pronged approach of education, critical reflection, and culture change for educators and staff may support shifting HPP more broadly towards embracing inclusivity. [ABSTRACT FROM AUTHOR]
Copyright of Medical Teacher is the property of Taylor & Francis Ltd 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
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
An: 186012925
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Strategies to increase accessibility for students with disabilities in health professional education programs: A scoping review: BEME Review No. 94.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Dhillon%2C+Shaminder%22">Dhillon, Shaminder</searchLink><relatesTo>1</relatesTo><i> sdhill@mcmaster.ca</i><br /><searchLink fieldCode="AR" term="%22Roque%2C+Michelle+Ira%22">Roque, Michelle Ira</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Maylott%2C+Paige%22">Maylott, Paige</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Brooks%2C+Dina%22">Brooks, Dina</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Wojkowski%2C+Sarah%22">Wojkowski, Sarah</searchLink><relatesTo>1</relatesTo>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Medical+Teacher%22">Medical Teacher</searchLink>. Jul2025, Vol. 47 Issue 7, p1062-1082. 21p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Academic+accommodations%22">Academic accommodations</searchLink><br />*<searchLink fieldCode="DE" term="%22Health+occupations+students%22">Health occupations students</searchLink><br />*<searchLink fieldCode="DE" term="%22Students+with+disabilities%22">Students with disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Health+occupations+schools%22">Health occupations schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Cultural+pluralism%22">Cultural pluralism</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Systematic+reviews%22">Systematic reviews</searchLink><br /><searchLink fieldCode="DE" term="%22Psychosocial+factors%22">Psychosocial factors</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: Despite legislative changes, students with disabilities experience lower retention and higher attrition in health professional programs (HPP), compared to nondisabled peers. The purpose of this study was to identify strategies in the literature that may improve HPP accessibility for disabled students. Methods: The Joanna Briggs Institute methodology was applied to this scoping review. Five databases, four Google domains, and five websites of organizations that promote student accessibility were searched. Reviewers applied inclusion and exclusion criteria for title and abstract screening; conducted full-text reviews; and extracted and analyzed data using counts, frequencies, coding, and categorizing to identify strategies. Results: Strategies to improve HPP accessibility were reported most often in literature from the USA, and by nursing and medical professions. The most salient strategy was 'types of accommodations' provided by HPP, followed by 'education, critical reflection and culture change for educators and staff.' Conclusions: While types of accommodations are reported often, they may not be widely applicable nor generalizable given the number of students with disabilities are increasing and the need to consider each student's unique accommodations. A multi-pronged approach of education, critical reflection, and culture change for educators and staff may support shifting HPP more broadly towards embracing inclusivity. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Medical Teacher is the property of Taylor & Francis Ltd 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.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=186012925
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/0142159X.2025.2499093
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
        StartPage: 1062
    Subjects:
      – SubjectFull: Academic accommodations
        Type: general
      – SubjectFull: Health occupations students
        Type: general
      – SubjectFull: Students with disabilities
        Type: general
      – SubjectFull: Health occupations schools
        Type: general
      – SubjectFull: Cultural pluralism
        Type: general
      – SubjectFull: Research funding
        Type: general
      – SubjectFull: Descriptive statistics
        Type: general
      – SubjectFull: Systematic reviews
        Type: general
      – SubjectFull: Psychosocial factors
        Type: general
    Titles:
      – TitleFull: Strategies to increase accessibility for students with disabilities in health professional education programs: A scoping review: BEME Review No. 94.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Dhillon, Shaminder
      – PersonEntity:
          Name:
            NameFull: Roque, Michelle Ira
      – PersonEntity:
          Name:
            NameFull: Maylott, Paige
      – PersonEntity:
          Name:
            NameFull: Brooks, Dina
      – PersonEntity:
          Name:
            NameFull: Wojkowski, Sarah
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 07
              Text: Jul2025
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 0142159X
          Numbering:
            – Type: volume
              Value: 47
            – Type: issue
              Value: 7
          Titles:
            – TitleFull: Medical Teacher
              Type: main
ResultId 1