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

Johnny Bourke; Josh Caldwell; Rachelle Martin; Rebecca Grainger

doi:10.11157/fohpe-vol26iss1id830

Authors

Johnny Bourke The University of Sydney, Australia https://orcid.org/0000-0002-1113-7462
Josh Caldwell Burwood Academy Trust, New Zealand
Rachelle Martin University of Otago Wellington, New Zealand https://orcid.org/0000-0002-9533-3195
Rebecca Grainger University of Otago Wellington, New Zealand https://orcid.org/0000-0001-9201-8678

DOI:

https://doi.org/10.11157/fohpe-vol26iss1id830

Keywords:

medical education, students, disability, identity formation, diversity, qualitative research

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.

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