Critical analysis of representation of students with disability in medial education policies

What is it about?

In this paper we critically analyse key policies in undergraduate medical education to examine how disability in medical students is represented and problematized, and the educational implications of such representations. The inclusion of medical students with disabilities is greatly influenced by the policies which regulate and accredit medical schools, which demand that educators consider students with disabilities as future doctors. While these policies may aim to promote inclusion, they may also have unintended consequences.

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Why is it important?

The paper brings to the fore the very important problems of medical students with disabilities. Our critical interpretive analysis of policies governing medical education in the UK and Australia alludes to how the language of policy may reflect norms and hidden assumptions. These in turn may lead to the unintended consequence of perpetuating barriers to learners with disabilities. It is therefore not surprising that such learners remain under-represented in medical education, and subsequently, the medical profession.