Strengthening Disability Inclusion in Medical Education: The Role of Disability Resource Professionals Through Bronfenbrenner’s Ecological Systems Framework

Abstract

ABSTRACT: In this article, the authors examine the important yet often overlooked role of specialized disability resource professionals (DRPs) in medical education. Although disability inclusion has gained momentum, disparities in accommodations, learning environments, and residency selection persist for medical students with disabilities (MSWDs). Despite national calls for institutional commitment to accessibility, only 9% of U.S. medical schools employ a dedicated DRP, leaving many MSWDs without specialized support to navigate the complexities of medical training. The authors argue that DRPs are essential not only for individual accommodation implementation but also for institutional change, including faculty development, policy reform, and the dismantling of systemic ableism in medical education.Drawing on Bronfenbrenner's Ecological Systems Theory, the authors propose a framework for understanding the multilevel impact of DRPs from direct student support to shaping national policies. Data from the 2024 Association of American Medical Colleges Graduation Questionnaire (GQ) highlight significant barriers in disability support services: 15.4% of students found the accommodation process overly difficult, 27.2% refrained from seeking accommodations due to stigma, and 5.1% reported unclear institutional processes for requesting accommodations. These findings underscore the necessity of specialized DRPs to enhance transparency, streamline accommodation processes, and improve faculty preparedness to support disabled learners.The authors advocate for standardized DRP competencies in medical education to ensure consistent, high-quality disability support across institutions. Without investment in specialized DRPs, inequities in medical education may persist, undermining broader efforts toward inclusion. To create a truly accessible and equitable learning environment, medical schools should move beyond compliance and recognize DRPs as indispensable to the success of all learners.

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