Webinars

The University of California, San Francisco School of Medicine along with the Coalition for Disability Access in Health Science and Medical Education and the AAMC's GSA division collaborated to develop a webinar series that focus on Disability in Health Science professions. Archived webinars are available to the public on the AAMC website. 

Webinar #1 Helping Medical Schools Assist Students with Disabilities: An Introduction to The Coalition for Disability Access in Health Science and Medical Education

Lisa Meeks, PhD, University of California, San Francisco, School of Medicine

Tim Montgomery, MA, Northwestern University

Elisa Laird-Metke, JD, University of California, San Francisco (Moderator)

The Coalition for Disability Access in Graduate Health Science and Medical Education consists of disability providers from some of the most prestigious medical schools in the country. Hosted by UCSF, the Coalition facilitates a list-serv to assist disability service providers and administrators with disability related questions. The coalition also hosts a yearly symposium addressing the unique needs of disability providers in the health sciences.This webinar, first in a series, introduces medical schools to the coalition and provides an overview about the prevalence of SWD in medical education, legally mandated services, effective collaboration, the need for disability expertise in medical education, the mission and initiatives of the coalition, as well as information about joining the list-serv.
Webinar three disability law what faculty need to know.

 

Webinar #2 Disability Law 101: What Faculty Need to Know About Student Accommodations

Elisa Laird-Metke, JD, University of California, San Francisco

Jonathon McGough, MEd, The University of Washington

Lisa M. Meeks, PhD, University of California, San Francisco School of Medicine (Moderator)

This webinar will provide a practical overview of the disability laws that apply to medical schools, with particular attention to the role of faculty in the accommodation process, how disability laws affect technical standards, and balancing disability accommodations with patient safety concerns. Relevant OCR decisions and court cases will be discussed, and plenty of time for Q&A will be provided.

 

Webinar #3 Separating Fact From Fiction: Debunking Disability Myths and Addressing Legitimate Concerns

Joan Bisagno, PhD, Stanford University

Barbara Hammer, MEd, University of Missouri

Neera R. Jain, MS, CRC, University of California, San Francisco, Auckland Disability Law Centre

Tim Montgomery, MA, Northwestern University

Elisa Laird-Metke, UCSF (Moderator)

This webinar focuses on some prevailing myths regarding students with disabilities in health science and medical education programs. It addresses five of the most common myths including concerns about patient safety, requirements and standards, preparation for the real world of work. We will expose these myths as “false notions,” while discussing the legitimate concerns that underlie them. Through this discussion, we will explain how medical school policy, procedure, and disability accommodations can be created that will provide access without diminishing the outcomes for students or patients.

 

Webinar #4 Clinical Accommodations: Upholding Standards While Creating Equal Access

Neera R. Jain, M.S., C.R.C., University of California, San Francisco

Lisa M. Meeks, Ph.D., University of California San Francisco, School of Medicine

Jan Serrantino, Ed.D. University of California, Irvine

Elisa Laird-Metke, J.D., University of California, San Francisco (Moderator)

Medical schools are often unsure whether accommodations in performance-based settings (such as clerkships, preceptorships, OSCEs, and other standardized patient activities) are appropriate. This session will explore the interactive process that occurs between DS, faculty, staff, and the student when determining reasonable accommodations in the clinical environment. Administrators and DS providers will leave the session with greater understanding about how to develop a process for determining and implementing accommodations, and how to identify when a potential accommodation affects the integrity of the learning outcomes, compromises patient safety, or challenges technical standards. As well, the presenters will provide examples of complex accommodation requests and models for decision-making and implementation.

 

Webinar #5 Putting it in Writing: The Value of Creating Clear and Effective Policies for Students with Disabilities

Pheadra Bell, Ph.D., University of California San Francisco, School of Medicine

Barbara Blacklock MA, LISW University of Minnesota

Elisa Laird-Metke, J.D. University of California, San Francisco

Lisa Meeks, PhD (Moderator)

This webinar will describe the importance—to students and medical schools—of having clear, written policies and procedures available to prospective students, as well as recently admitted and currently enrolled students. The practical advice offered will include how to create and effectively publicize procedures for students to obtain and use disability accommodations, as well as tips for developing clear processes for medical school faculty and staff to ensure students feel welcomed and receive appropriate, reasonable accommodations in both didactic and clinical settings. The presenters will highlight how these best practices benefit all medical students and contribute to the school’s overall diversity.

 

Webinar #6: Creating a Balance: Professionalism, Communication, and Students with Disabilities

Neera R. Jain, M.S., C.R.C., University of California, San Francisco

Lisa M. Meeks, Ph.D. University of California, San Francisco

Maxine Papadaxis, M.D., University of California San Francisco, School of Medicine

Elisa Laird-Metke, JD (Moderator)

Professionalism in communication between university personnel and students is critical when addressing disability related needs and implementing accommodations. Students often struggle with how (and how much) to discuss their disabilities with faculty and supervisors. This can be especially difficult for students with disabilities that might impact their communication (e.g., Autism, Asperger’s, non-verbal learning disorder, psychological disability). As well, faculty and administrators may unwittingly complicate matters by slipping into their role as a provider, further blurring the lines of communication.

This webinar addresses the importance of establishing and maintaining appropriate boundaries and provides numerous examples of positive and appropriate communication for various types of conversations (e.g., disclosure, requests, scheduling an accommodation). This guidance helps aid DS providers, faculty, and administrators who work with students with disabilities to understand the principles of professional communication.


Q&A Webinar #7 : Disabilities Webinar Questions and Answers from the Series

Neera Jain, MS CRC, UCSF

Elisa Laird-Metke, JD, Samuel Merritt University

Jon McGough, MEd-c, University of Washington

Tim Montgomery, MA (Moderator)

The AAMC together with UCSF and the Coalition for Disability Access in Health Science and Medical Education are excited to bring you an additional bonus webinar titled, Q & A. We’ve recorded your questions throughout the webinar series and want to ensure we address the most pressing questions from each event. As well, we invite all previous participants to submit NEW questions to an expert panel specifically chosen to address individual questions.

Webinar #8 Accommodating Students with Psychological Disabilities 

Lisa Meeks, PhD, UCSF School of Medicine
 
Joseph Murray, MD, Weill Cornell School of Medicine 
 
Maxine Papadakis, MD, UCSF School of Medicine

People with disabilities represent an important part of the diversity of students. As a community, we need discourse that combats misperceptions, stereotypes, and stigma and creates an environment that advances outcomes for all persons with disabilities. As a follow up to the national meeting, Dr’s Meeks, Murray and Papadaxis will continue the conversation started at the AAMC LSL Annual Meeting in Baltimore about serving students with psychological disabilities in medical education, best practices, common issues and discuss creating healthy, positive discourse around mental health for all students.

 

Webinar #9 Disclosure at all points, UME and GME: Guidance on disability disclosure for learners

Dan Giang, MD, Loma Linda School of Medicine

Lisa M. Meeks, PhD, UCSF School of Medicine 

Learners who require accommodations to meet essential functions of a program must disclose their status as a person with a disability to request accommodations at multiple points during their training.

Programs at the UME, GME level want to support learners with disabilities within their programs, when applying for licensure and into employment; however, knowing when a disability should be disclosed, to whom and how much detail is appropriate can differ depending on the level of education. This issue has caused some disconnect between the various settings. Adding to the confusion, three separate sources of guidance govern these levels including 1) educational law, 2) employment law and 3) medical credentialing/licensure. 

This webinar brings together stakeholders at all levels to discuss appropriate disclosure and how to support the transition for learners with disabilities. In addition, The Medical Licensure process will be discussed, as will one primary goal of residency programs (to get their resident licensed). Finally, all stakeholders will discuss professionalism and its role in shaping how transparent learners should be around their disability related needs.

Webinar #10 Supporting your students' request for accommodations on high stakes exams

Neera Jain, MS CRC, UCSF

Lisa M. Meeks, Ph.D., UCSF School of Medicine

Medical students must take USMLE Step exams in order to progress in their education and later in their careers to become licensed physicians. For students with disabilities, the additional step of requesting accommodations requires vigilant attention to timing, documentation, and a lengthy personal statement.

Students must make these requests for accommodations directly to the National Board of Medical Examiners. The process for requesting accommodations, standards and timelines for requests, and associated disability documentation requirements are often more stringent than those required to access accommodations in medical school.

Disability Service professionals, Dean’s or other assigned administrators have a responsibility understand the process and educate their students about the policies and processes for application. DS providers, deans, and other support staff and play a key role in supporting students through the application process.

This webinar will offer straightforward guidance on assisting students through the USMLE accommodation requests process including the appeals process.

 

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