ArticleAdvances in health sciences education : theory and practice2024
Legibility: knowing disability in medical education inclusion.
Article in Advances in health sciences education : theory and practice, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 10 papers, 1 of them a synthesis that pooled it.
What it found
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The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
10 citing papers in PubMed, 1 synthesis or guideline pooled it, 29 citations in OpenAlex.
- Disclosing mental health in medical education: A global qualitative meta-synthesis.Medical education · 2026Pooled it
- Affects of ableism in medical education: happiness, resignation, and the disabled killjoy.Advances in health sciences education : theory and practice · 2026Article
- Is It My Responsibility? Professional Organizations' Perspectives on Disability Inclusion in Health Professions Education and Practice.The clinical teacher · 2026Article
- Disability, Chronic Illness, and Belonging in Medical Training: A Scoping Review of Perceptions, Lived Experiences, and Inclusion.Advances in medical education and practice · 2026Review
- Perceptions of the Learning Environment Among Medical Students With Disabilities and the Impact of Program Access.Academic medicine : journal of the Association of American Medical Colleges · 2025Article
- Navigating neurodivergence: A scoping review to guide health professions educators.Medical education · 2025Article
- What's your experience?: A duoethnographic dialogue to advance disability inclusion in medical education.Medical education · 2025Article
- Cripping inquiry: breathing life into co-produced disability methodologies.Frontiers in sociology · 2025Article
- Insights into medical students' perceptions of work culture during the COVID-19 pandemic: a mixed method study.BMC medical education · 2024Article
- Prevalence and Correlates of Anxiety and Depression Symptoms Among Medical Students: The Role of Student Debt Burden.Journal of medical education and curricular developmentArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
1 author at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
How medical students, their teachers, and school administrators understand disability appears connected to ongoing, unequal access to medical education for disabled people. The stigmatization of disability within medical education affects students' disability disclosures, yet few studies have explored how understandings of disability influence inclusion practices beyond individual student actions. This paper develops the concept of legibility, derived from a constructivist grounded theory study that examined disability inclusion at four U.S. medical schools through interviews with 19 disabled students and 27 school officials (faculty and administrators). With two dimensions (recognition and assessment of possibility), legibility demonstrates that knowing disability is relational, contextual, and equivocal. Drawing from the field of disability studies, the paper argues that the current paradigm of disability inclusion demands that students' disability experiences be highly legible to themselves and others, yet increased legibility comes with potential risk due to prevalent ableism. While individual interactions can shift understandings of disability towards greater inclusivity, systemic action that embeds liberating discourses of disability into medical education is needed.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.