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Technical Standards and Deaf and Hard of Hearing Medical School Applicants and Students: Interrogating Sensory Capacity and Practice Capacity
Journal article   Open access   Peer reviewed

Technical Standards and Deaf and Hard of Hearing Medical School Applicants and Students: Interrogating Sensory Capacity and Practice Capacity

Michael Argenyi
AMA journal of ethics, Vol.18(10), pp.1050-1059
10/01/2016
DOI: 10.1001/journalofethics.2016.18.10.sect1-1610
PMID: 27780030
url
https://doi.org/10.1001/journalofethics.2016.18.10.sect1-1610View
Published (Version of record) Open Access

Abstract

Applicants to medical schools who are deaf and hard of hearing (DHoH) or who have other disabilities face significant barriers to medical school admission. One commonly cited barrier to admission is medical schools' technical standards (TS) for admission, advancement, and graduation. Ethical values of diversity and equity support altering the technical standards to be more inclusive of people with disabilities. Incorporating these values into admissions, advancement, and graduation considerations for DHoH and other students with disabilities can contribute to the physician workforce being more representative of the diverse patients it serves and better able to care for them.
 Clinical Competence Deafness Disability Evaluation Disabled Persons Education, Medical Hearing Disorders Humans Physicians School Admission Criteria Schools, Medical Social Discrimination Social Justice Students, Medical

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