ArticleJournal of general internal medicine2025
"The Forgotten Minority": Perpetuation of Ableism in Medical Education.
Article in Journal of general internal medicine, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
5 citing papers in PubMed.
- Disability prevalence, disclosure, and accommodation use in pediatric residency: results from a pilot study.Medical education online · 2026Article
- Disability Bias in Patient Prioritization: How Patients' Mobility Impairments Influences Prioritization to Mechanical Ventilation.Journal of general internal medicine · 2026Article
- Dismantling ableism in health professions education: imperative in psychosocial management of pain.Frontiers in public health · 2026Article
- Barriers, facilitators and solutions to equitable career progression for disabled doctors: an integrative review.BMJ open · 2025Review
- Adolescent to adult health care transition for persons with intellectual and developmental disability: current barriers, next steps.Frontiers in pediatrics · 2025Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
6 authors.
Funding
Abstract
backgroundAccounting for approximately 1 in 4 community-dwelling adults in the United States (US), people with disabilities (PWD) experience significant disparities in health care quality, access, and outcomes. At the same time, US physicians have reported feeling unprepared to care for PWD and have revealed significant negative bias about this population.
objectiveTo understand how physicians are trained to care for PWD in US medical schools.
designQualitative, critical theory paradigm.
participantsUS medical school faculty (n = 8) and students (n = 9) were purposively sampled for knowledge of disability-related training based on known engagement in activities to advance disability-related medical education. Inclusion was limited to English language proficiency.
interventionsn/a. APPROACH: Data were collected through focus groups, hosted virtually with separate groups for faculty and medical students between September 2021 and February 2022. Each meeting was recorded, transcribed, and de-identified. Deductive and inductive coding schemes were applied by multiple coders until reaching thematic saturation. KEY
resultsProminent themes revealed critical shortfalls in medical education, including (1) disability being omitted from standard curricula; (2) disability being framed as a problem within individuals; (3) pervasive discrimination against PWD in medicine; and (4) over-reliance on ad hoc faculty and student-led efforts to cultivate curricular change. Data also revealed multifactorial barriers to including disability training as part of US medical education, such as avoidance of personal and institutional responsibility, and permeations of ableism across social and training contexts.
conclusionsMedical education may perpetuate negative bias about disability through a hidden curriculum. Insufficient support from institutional and licensing authorities has stymied efforts to expand and improve disability-related training such that disability is not included in existing curricula focused on mitigating health care disparities - despite known vulnerabilities for PWD. Without improvements to disability-related curricular content, physicians will remain ill-equipped to care for the nation's largest minority group.
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What OpenQuestion holds
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.