Measuring the efficacy of a four-year longitudinal medical school disabilities curriculum

Abstract Purpose Despite efforts to implement disabilities curriculum into the four years of undergraduate medical education (UME), the absence of a mandated, comprehensive, longitudinal curriculum likely contributes to health disparities experienced by people with disabilities (PWD). We examine the...

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Autors principals:	Aitan E. Magence, Karen Edwards, Susan Solman, Jeanne Wilson, Kellen K. Petersen, Michele Iannuzzi Sucich, Kristina H. Petersen
Format:	Artigo
Idioma:	Inglês
Publicat:	BMC 2026-05-01
Col·lecció:	BMC Medical Education
Matèries:	Disability Health inequities Disabilities curriculum Undergraduate medical education Clinical accommodation Clinical accessibility
Accés en línia:	https://doi.org/10.1186/s12909-026-09226-3
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