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☀️🌻 Summer 2026 Newsletter 🌻☀️

  • Jul 1
  • 11 min read
Alt Text: A colorful graphic on a purple background featuring the words "hello SUMMER." The word "hello" appears in dark blue script, while "SUMMER" is written in large, multicolored block letters. A smiling camera icon decorates the upper left corner, and a cheerful orange crab wearing heart-shaped sunglasses appears in the upper right, creating a playful summer theme.
Alt Text: A colorful graphic on a purple background featuring the words "hello SUMMER." The word "hello" appears in dark blue script, while "SUMMER" is written in large, multicolored block letters. A smiling camera icon decorates the upper left corner, and a cheerful orange crab wearing heart-shaped sunglasses appears in the upper right, creating a playful summer theme.

July 1, 2026


A Note From Our Co-Directors


Dear Friends and Colleagues,


As we look back on the first half of 2026, we are struck by how much this community continues to accomplish together. Every publication, webinar, podcast episode, mentorship opportunity, and institutional partnership reflects the dedication of people who believe medicine is stronger when disabled learners and professionals are welcomed, supported, and empowered to lead.


This season has brought exciting milestones. We were honored to be recognized in the Forbes Accessibility 200 for the second consecutive year, a reflection of the remarkable community that has grown around this work. We are also thrilled to launch PACE™, a new national initiative designed to strengthen disability accommodation decision-making in medical education through education, collaboration, and practical resources for Disability Resource Professionals. Alongside these efforts, our podcast continues to amplify important conversations, our research community continues to expand, and new scholarship from colleagues across the country is advancing the evidence base for disability inclusion.


While we celebrate these accomplishments, we remain mindful that meaningful change happens one conversation, one learner, one institution, and one partnership at a time. Progress is not measured only by publications or programs, but by the growing number of people committed to creating learning environments where disabled trainees can fully participate and thrive.


Whether you are a student, clinician, educator, Disability Resource Professional, researcher, institutional leader, or ally, thank you for being part of this community. Your willingness to share your expertise, ask difficult questions, mentor others, and advocate for change continues to move this work forward.


As always, we hope you'll join us for upcoming webinars, podcasts, mentorship opportunities, and community events. We are grateful to have you alongside us as we continue building a more accessible and inclusive future for health professions education.


With appreciation,


Lisa M. Meeks, PhD, MA Co-Director

Justin Bullock, MDCo-Director


🎉 Exciting News 🎉 


DWDI Named to the Forbes Accessibility 200 List


We are honored to share that the Docs With Disabilities Initiative has been named to the Forbes Accessibility List for the second consecutive year, recognizing organizations advancing accessibility and disability inclusion worldwide.


This recognition reflects the extraordinary community that has made this work possible. Together, we have challenged assumptions through research, developed educational resources used around the world, strengthened institutional partnerships, mentored emerging leaders, and amplified the voices and experiences of disabled learners and clinicians.


To our volunteer leaders, researchers, educators, disability resource professionals, healthcare professionals, students, collaborators, and institutional partners—thank you. Your commitment continues to advance more accessible and inclusive health professions education and reminds us what is possible when disabled people are centered not only as participants in medicine, but as leaders shaping its future.


We are grateful to everyone who has contributed to this shared effort and invite you to read the messages and reflections shared by members of our community as we celebrate this milestone together.


🏅 Congratulations to Dr. Meeks! 🎉


Please join us in congratulating Dr. Lisa M. Meeks on receiving the 2026 ASME Gold Medal, one of the highest honors awarded by the Association for the Study of Medical Education in recognition of outstanding contributions to health professions education.


🎤 As part of this prestigious honor, Dr. Meeks delivered the Gold Medal Plenary Lecture at the 2026 Annual Scholarship Meeting (ASM) in the United Kingdom this week. The award recognizes her international leadership and transformative scholarship advancing disability inclusion, equity, and accessibility in medical education.


👏 Congratulations, Dr. Meeks, on this extraordinary and well-deserved achievement!


Upcoming Event - Register NOW!


As always, all of our events will be recorded and made available on our YouTube page.


Register Now: Bridging the Gap—Competencies for Disability Resource Professionals in Medical Education


📅 Date: Wednesday, August 12, 2026

🕓 Time: 4:00 PM ET


Join us for an interactive webinar introducing the first national, consensus-based competency framework for Disability Resource Professionals (DRPs) in medical education. Led by Sarah Triano, MS; Erin Broskowski, MA; and Lisa M. Meeks, PhD, MA, this session will explore the evolving role of DRPs, the challenges of supporting disabled learners across medical education, and the development of eight core competencies designed to strengthen accommodation practices. Participants will gain practical insights into how institutions can build capacity, promote consistency, and advance equitable access for disabled medical trainees.




Coming July 7: Disclosure—A New Podcast Series


The Docs With Disabilities Initiative Podcast is launching Disclosure, a special multi-episode series exploring disability disclosure across the health professions. Through conversations with residents, physicians, nurses, speech-language pathologists, physician assistants, and other healthcare professionals, the series examines the many dimensions of disclosure, including identity, belonging, trust, community, and access. Featuring personal stories alongside insights from leading scholars, Disclosure invites listeners to consider how healthcare learning and practice environments can better support disabled professionals.


🎙️ Series launches: July 7, 2026


🎧 Subscribe to the Docs With Disabilities Initiative Podcast: https://www.docswithdisabilities.org/docswithpodcast 



Now Accepting Applications!


Women with Disabilities in Medicine Mentorship Program


Applications are now open for the 2026–2027 Women with Disabilities in Medicine (WWDIM) Mentorship Program, a year-long opportunity designed to foster mentorship, community, and professional development for women with disabilities in medical training. Participants will connect with peers, physician mentors, and guest facilitators through conversations focused on navigating medical education, building community, and supporting career growth.


The program is open to current MD and DO medical students, residents, and fellows who identify as women and are able to commit to the program from August 2026 through June 2027.


📅 Application deadline: July 17, 2026



New Initiative


Introducing PACE™: Precision Accommodations in Clinical Education


The Docs With Disabilities Initiative, in partnership with the University of Illinois Chicago Department of Medical Education, is launching PACE, a national initiative designed to strengthen disability accommodation decision-making in medical education.


PACE supports Disability Resource Professionals (DRPs) through specialized education, communities of practice, evidence-informed guidance, legal and clinical training, case-based learning, and AI-assisted decision support. Together, these resources are designed to promote more consistent, equitable, and defensible accommodation decisions while preserving individualized review.


Beginning this fall, PACE will introduce a growing collection of free resources for DRPs, including educational modules, implementation guides, practical toolkits, webinars, case studies, and opportunities to connect with colleagues across medical education.


In Case you Missed It: Recordings Now Available!


New Webinar: Case Studies in Disability Accommodation in GME


The latest webinar in the ACGME/Docs With Disabilities Initiative Disability Resource Hub series explores real-world approaches to disability accommodation in graduate medical education. Featuring residency program directors and disabled physicians, this session shares collaborative case studies that demonstrate how thoughtful accommodations can support resident success while maintaining excellence in patient care and training. Participants will gain practical strategies and implementation insights for building more accessible residency programs.




Docs With Disabilities Podcast


Episode 125: The Call Is Coming From Inside the House


This episode features a conversation with Drs. Hannah Kakar Anderson, Abigail Konoposky, and Neera Jain about their paper, The Call Is Coming From Inside the House. Drawing on disability critical race theory (DisCrit), narrative inquiry, and storytelling, the episode examines how racism and ableism intersect in medical education and shape the experiences of racially minoritized learners with disabilities. Listeners will gain insight into how institutional cultures can unintentionally perpetuate harm while exploring pathways toward more equitable, inclusive, and reflective learning environments. 




Episode 126: Evidence to Action: Live Panel at ICAM 2026


Episode 126 features a live panel recorded at ICAM 2026, Evidence to Action: Incorporating Disability Inclusion in Medical Training and Practice. Moderated by Dr. Lisa Meeks and Dr. Lynn Ashdown, the discussion brings together leaders in disability inclusion to explore how research, policy, and lived experience are driving meaningful change across undergraduate and graduate medical education. Listeners will gain practical strategies for embedding accessibility, advancing institutional accountability, and creating more inclusive learning environments.



Research & Resource Rounds


Episode 24: Disability Resource Professionals in Medical Education


The latest episode of Research & Resource Rounds highlights the first national study of Disability Resource Professionals (DRPs) in medical education. Led by DRPs Erin Broskowski and Sarah Triano, the study examines how DRPs facilitate accommodations, navigate diverse institutional contexts, and support disability inclusion across medical education. The episode also explores recommendations for institutions, professional associations, and faculty to strengthen support for disabled medical learners.



Publications


USMLE Step 2 Clinical Knowledge Performance by Disability, Race, and Ethnicity in U.S. Medical Students: A Multi-Site Study


This multi-site study examined differences in USMLE Step 2 Clinical Knowledge (CK) performance by disability status, race, ethnicity, and their intersections among U.S. medical students. The findings indicate that students with disabilities scored lower on Step 2 CK than their nondisabled peers, with the largest disparities observed among students with cognitive-based disabilities and those with intersecting marginalized identities. As Step 2 CK assumes a greater role in residency selection, the authors discuss the importance of addressing structural barriers in assessment and accommodation processes to advance equity.



Sexual Orientation–Related Discrimination Among LGB+ Medical Students With Disabilities


This research letter examines experiences of sexual orientation–related discrimination among LGB+ medical students with disabilities using national data from the Association of American Medical Colleges Graduation Questionnaire. The authors found that students with intersecting LGB+ and disability identities reported the highest rates of discrimination related to sexual orientation, including offensive remarks, denied opportunities, lower evaluations or grades, and multiple forms of discrimination. The findings highlight the importance of understanding how intersecting identities shape learner experiences in medical education.



Disability Inclusion as Equity in Medicine: From Position Statements to Practice


In this editorial, Drs Christopher Moreland and Lisa Meeks discuss the implementation of the American College of Physicians' vision for disability inclusion across medical education, training, and practice. They emphasize that meaningful progress depends on moving beyond position statements by embedding transparency, community and feedback mechanisms, and qualified institutional expertise into everyday systems and practices.



See associated AMA news article: Nearly 10% of Internal Medicine Residents Report Having a Disability


A recent AMA news article highlights findings from a study published in JAMA Network Open examining disability disclosure and accommodation among U.S. internal medicine residents. The study found that nearly one in ten residents reported having a disability and identified ongoing barriers to requesting and receiving accommodations during residency training. The article also explores the role of residency culture, disability education, and institutional support in creating more accessible training environments.



The UME-to-GME Transition Toolkit: Guidance for Stakeholders Across Medical Education


This article introduces the UME-to-GME Transition Toolkit, developed through the ACGME/Docs With Disabilities Initiative Disability Resource Hub to support medical students with disabilities as they transition into residency. The toolkit provides guidance, practical resources, sample materials, and implementation strategies for learners, disability resource professionals, program directors, and institutional leaders. Developed by a nationally representative committee of medical educators, disability experts, and disabled physicians and trainees, the toolkit is designed to strengthen disability inclusion throughout the transition to graduate medical education.




Publications From Our Colleagues


The Impact of Core Clerkships on Medical Students with Chronic Health Conditions


A new study explores how medical students with chronic health conditions manage their own healthcare during the core clerkship year. Survey findings indicate that many students missed personal health appointments during clinical training, with concern about negative clerkship evaluations identified as the primary barrier. The study also found low awareness that disability accommodations could support attendance at healthcare appointments and identified an association between missed appointments and burnout. These findings underscore the importance of ensuring learners are aware of available supports and can access healthcare throughout their clinical training.



Technical Standards in Physical Therapist Education Programs


A new mixed methods study examines the availability, compliance, and inclusivity of technical standards across accredited physical therapist education programs in the United States. The authors found that while most programs made their technical standards publicly available and were generally compliant with legal requirements, many used language that was unclear about their willingness to provide accommodations. The findings highlight opportunities to strengthen technical standards and support greater disability inclusion in physical therapist education.



Adapting Neurology Residency: A Case Study and Practical Guide for Accommodations for a Disabled Resident


This article presents a case study of how a neurology residency program implemented accommodations for a resident with a spinal cord injury while maintaining educational rigor, clinical competency expectations, and patient safety. The authors outline practical approaches to accommodation planning, including pre-residency preparation, accessibility assessments, rotation planning, financial considerations, and ongoing evaluation. The article offers a structured framework that residency programs can adapt to support disability inclusion in graduate medical education.



Learning to Listen: Disability, Disclosure, and Belonging in Medicine


In this deeply personal A Piece of My Mind, Sriprachodaya Gaddam reflects on becoming profoundly deaf during medical school and the journey of learning to hear again with a cochlear implant. Through moments of uncertainty, stigma, disclosure, and acceptance, the essay illustrates how disability shapes—not limits—the making of a physician. It is a powerful reminder that disability is often acquired unexpectedly, that disclosure should never be a gamble, and that medicine must build cultures where physicians and trainees with disabilities can thrive. As Gaddam concludes, "The operating room taught me to listen differently. It is time medicine did the same."



Nothing About Us Without Us: Centering Voices of Children and Youths With Disabilities


In this commentary, Drs. Zoie Sheets and Amy Rule reflect on the importance of centering the voices and lived experiences of children and youth with disabilities in pediatric research and care. Drawing on the disability community's longstanding principle of "Nothing about us without us," the authors highlight the value of engaging young people with disabilities as partners in shaping research, policies, and healthcare practices that better reflect their experiences and needs.



Satendra Singh: Reframing Disability Through Advocacy


In this Perspectives profile in The Lancet, Aarathi Prasad highlights the work and impact of Dr. Satendra Singh, whose advocacy has helped transform disability inclusion in medical education and healthcare. The article explores his efforts to challenge ableism, advance equitable policies, and promote the meaningful inclusion of disabled people in medicine—demonstrating how advocacy can reshape both institutions and culture.



Creating Equitable Learning Spaces: Interprofessional Perspectives on Accommodations for Health Professions Students with Disabilities


This curricular resource describes an interprofessional workshop focused on advancing equitable access for students with disabilities across the health professions. Through case studies, discussion, and collaborative problem-solving, participants explored legal, ethical, and practical considerations related to disability accommodations, ableism, and inclusive educational practices. The resource highlights strategies to strengthen accessibility through universal design, interprofessional collaboration, and policy development.



Upcoming Publications


Coming Soon:

Two New Books on Disability Inclusion in Medical Education


Alt Text: Side-by-side mockups of two hardcover book covers for Advancing Disability Inclusion in Medical Education. The left cover has a vibrant pink upper section with the full title, Advancing Disability Inclusion in Medical Education: Case Studies and Practical Strategies, in large white text. The right cover features a dark blue upper section with the shorter title, Advancing Disability Inclusion in Medical Education. Both covers include abstract flowing blue and pink light-wave graphics across the lower half, list "Lisa M. Meeks" as editor, and display the Springer logo at the bottom. The image presents two alternative cover designs for the same book.
Alt Text: Side-by-side mockups of two hardcover book covers for Advancing Disability Inclusion in Medical Education. The left cover has a vibrant pink upper section with the full title, Advancing Disability Inclusion in Medical Education: Case Studies and Practical Strategies, in large white text. The right cover features a dark blue upper section with the shorter title, Advancing Disability Inclusion in Medical Education. Both covers include abstract flowing blue and pink light-wave graphics across the lower half, list "Lisa M. Meeks" as editor, and display the Springer logo at the bottom. The image presents two alternative cover designs for the same book.

The Docs With Disabilities Initiative is pleased to announce two forthcoming books, edited by Dr. Lisa M. Meeks, that will advance scholarship and practice in disability inclusion across medical education. Advancing Disability Inclusion in Medical Education will provide a comprehensive foundation for educators, disability resource professionals, institutional leaders, and learners.


 Its companion volume, Advancing Disability Inclusion in Medical Education: Case Studies and Practical Strategies, will feature real-world accommodation cases and teaching scenarios developed by disabled trainees and physicians, disability resource professionals, legal scholars, medical educators, and institutional leaders. 


Together, these volumes are designed to support more informed, consistent, and equitable disability accommodation practices across US undergraduate and graduate medical education. 


Both books are expected to be published in early 2027.


💬 Keep the Momentum Going


 Thanks to you, activity across the Docs With Disabilities Initiative keeps climbing—more visits, more downloads, more conversations. We love seeing this community grow.

Here are easy ways to stay connected and amplify the work:


  • Share this issue with a colleague or listserv.

  • Join upcoming DREAM Research Rounds and webinars to learn and exchange ideas.

  • Follow DWDI on social for fresh resources, research updates, and ways to engage.


Every share, RSVP, and follow expands the circle. Thanks for championing accessibility and inclusion in health professions education.



For any questions reach out to us at docswithdisabilitiesinitiative@gmail.com.

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