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• W4313197697 abstract "To the Editor: Aldalur and colleagues’ article is an important contribution to our collective understanding of deaf and hard-of-hearing (DHOH) trainee and faculty experiences in medical education. 1 Research supports barriers to the medical profession for DHOH individuals, 2–5 including lack of clinical accommodation, 3 partially explaining low numbers of DHOH medical students. 2,3 The authors acknowledge their article is informed by their personal experiences, which they expertly connect to the broader barriers of those underrepresented in medicine. 1 We differ, however, in our approach to accommodation decision-makers as the main driver. Aldalur and colleagues seem to imply that robust accommodation decisions cannot be made without the experience of being disabled. 1 For example, they state that “accommodations are determined by nondisabled staff and administrators who—without the daily life experience and expertise of having a disability—can create inefficient, burdensome processes and structures.” 1 Instead of having disability experience alone, which we agree is highly valuable, we assert that improved training for disability resource professionals should include the diverse and nuanced needs of the DHOH community and review the need for designated interpreters as a means of facilitating accurate and expert-level communication in the clinical setting. This training must also address the ableist attitudes that undoubtedly shaped the authors’ experiences. Indeed, we believe the absence of training is directly related to poor trainee experiences. While DHOH trainees should inform the process, asking them to facilitate accommodation is burdensome and inappropriate, a point on which we all agree. We commend Aldalur and colleagues for sharing their stories to highlight barriers for DHOH trainees and faculty. Stories are powerful mechanisms for changing hearts, minds, and practices. Therefore, we encourage sharing stories of successful integration and seamless accommodation for this population, as well. DHOH individuals are a valuable part of a diverse physician workforce. 6 We are hopeful for an inclusive future, where the needs of DHOH community are built into the framework of training programs. Only then will we have achieved equity. Acknowledgments: The authors would like to acknowledge the incredible work of designated interpreters to facilitate full and informed access in medical training, and Aldalur and colleagues for their important contribution to the literature." @default.
• W4313197697 created "2023-01-06" @default.
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• W4313197697 date "2022-12-22" @default.
• W4313197697 modified "2023-10-18" @default.
• W4313197697 title "Disability Training Needed to Increase Deaf and Hard-of-Hearing Representation in Academic Medicine" @default.
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• W4313197697 doi "https://doi.org/10.1097/acm.0000000000005016" @default.
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