Dorothy W Tolchin
Dados Biográficos
| ID | 8305932 |
|---|---|
| NOME | Dorothy W Tolchin |
| PRENOMES | Dorothy W |
| SOBRENOME | Tolchin |
| ASSINATURA | TOLCHIN D W |
| AFILIAÇÕES | Department of Physical Medicine and Rehabilitation, Spaulding Rehabilitation Hospital, Mass General Brigham, Harvard Medical School |
| ORCID | 0000-0003-1139-8029 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 9 |
| TOTAL DE CITAÇÕES | 0 |
| TOTAL COMO AUTOR | 9 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2021 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 0 |
Exploring the social factors influencing the sense of belonging among medical students with disabilities
INTRODUCTION: Medical universities have become more aware of disability inclusion, and have begun taking cognizance of the importance of a supportive environment for students with disabilities. Faculty members can mitigate challenges to legitimacy and belonging by creating safe learning environments built on openness, humility, and actively valuing each learner. However, the factors contributing to these students' sense of belonging in medical un…
Moving Forward Together
As a form of discrimination, ableism impacts access to and the experience of clinical care for patients with disabilities as well as the daily experiences of learners and clinicians with disabilities. Ableist beliefs and practices conflict with physicians’ professional responsibilities and legal obligations to provide care that is nondiscriminatory and accessible. An actionable pedagogical approach within medical education is needed to prepare a …
Embedding Interprofessional Education in Clinical Settings
Novel timely rehabilitation education for medical students
The global population of people impacted by conditions such as stroke who can benefit from rehabilitation care is rapidly increasing.1 Clinicians who understand the principles and practice of rehabilitation will be well-positioned to educate and advocate for patients across the full health care trajectory. Despite this, medical schools do not uniformly require students to learn about the rehabilitation phase of care. In our large urban medical sc…
Twelve tips for medical school faculty to support students with disabilities
As medical schools embrace diversity, it is increasingly acknowledged that medical students with disabilities must be welcome and supported in becoming physicians. Students should be able to ask for and receive reasonable accommodations to support their education. However, a practical shared approach to supporting medical students with disabilities is needed. The 12 tips in this article use sense-making theory as a framework to guide medical scho…
Twelve tips for including disability education in undergraduate medical education
Disability is a large and growing minority population worldwide. People with disabilities continue to experience health and healthcare disparities. Despite multiple calls to action to provide disability education within undergraduate medical education as a strategy to mitigate ongoing inequities, robust disability education is not routinely provided across medical schools. This article provides twelve tips that any medical school faculty can util…
A stakeholder‐engaged approach to disability in medical education
Although people with disabilities (PWD) comprise a marginalised population that experiences ongoing disparities in health care access and outcomes, dedicated attention to improving care for PWD is not always provided in medical school curricula.In 2019, disability educa
How Should Clinicians Minimize Harms and Maximize Benefits When Diagnosing and Treating Disorders Without Biomarkers
Ethical obligations to minimize harms and maximize benefits of diagnosis and treatment of disorders without biomarkers include navigating difficult-to-measure, perhaps clinically inexplicable, symptoms. Among potential harms are public stigma, self-stigma, label avoidance, and the negative influence these stigmas have on self-esteem, quality of life, employment, and housing. Among potential benefits are patients becoming active agents in managing…
Why Disability Must Be Included in Medical School Diversification Efforts
Individuals living with disabilities are underrepresented in the physician workforce, despite benefits of inclusion. This article describes how both ableism in admissions processes and expectations set by technical standards can perpetuate harm. The authors advocate for active attention to disability diversity and equity in medical school admissions
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How Should Clinicians Minimize Harms and Maximize Benefits When Diagnosing and Treating Disorders Without Biomarkers
Ethical obligations to minimize harms and maximize benefits of diagnosis and treatment of disorders without biomarkers include navigating difficult-to-measure, perhaps clinically inexplicable, symptoms. Among potential harms are public stigma, self-stigma, label avoidance, and the negative influence these stigmas have on self-esteem, quality of life, employment, and housing. Among potential benefits are patients becoming active agents in managing…
Why Disability Must Be Included in Medical School Diversification Efforts
Individuals living with disabilities are underrepresented in the physician workforce, despite benefits of inclusion. This article describes how both ableism in admissions processes and expectations set by technical standards can perpetuate harm. The authors advocate for active attention to disability diversity and equity in medical school admissions
A stakeholder‐engaged approach to disability in medical education
Although people with disabilities (PWD) comprise a marginalised population that experiences ongoing disparities in health care access and outcomes, dedicated attention to improving care for PWD is not always provided in medical school curricula.In 2019, disability educa
Embedding Interprofessional Education in Clinical Settings
Novel timely rehabilitation education for medical students
The global population of people impacted by conditions such as stroke who can benefit from rehabilitation care is rapidly increasing.1 Clinicians who understand the principles and practice of rehabilitation will be well-positioned to educate and advocate for patients across the full health care trajectory. Despite this, medical schools do not uniformly require students to learn about the rehabilitation phase of care. In our large urban medical sc…
Twelve tips for medical school faculty to support students with disabilities
As medical schools embrace diversity, it is increasingly acknowledged that medical students with disabilities must be welcome and supported in becoming physicians. Students should be able to ask for and receive reasonable accommodations to support their education. However, a practical shared approach to supporting medical students with disabilities is needed. The 12 tips in this article use sense-making theory as a framework to guide medical scho…
Twelve tips for including disability education in undergraduate medical education
Disability is a large and growing minority population worldwide. People with disabilities continue to experience health and healthcare disparities. Despite multiple calls to action to provide disability education within undergraduate medical education as a strategy to mitigate ongoing inequities, robust disability education is not routinely provided across medical schools. This article provides twelve tips that any medical school faculty can util…
Moving Forward Together
As a form of discrimination, ableism impacts access to and the experience of clinical care for patients with disabilities as well as the daily experiences of learners and clinicians with disabilities. Ableist beliefs and practices conflict with physicians’ professional responsibilities and legal obligations to provide care that is nondiscriminatory and accessible. An actionable pedagogical approach within medical education is needed to prepare a …
Exploring the social factors influencing the sense of belonging among medical students with disabilities
INTRODUCTION: Medical universities have become more aware of disability inclusion, and have begun taking cognizance of the importance of a supportive environment for students with disabilities. Faculty members can mitigate challenges to legitimacy and belonging by creating safe learning environments built on openness, humility, and actively valuing each learner. However, the factors contributing to these students' sense of belonging in medical un…
Medicine (8 obras) · Medical education (7 obras) · Psychology (6 obras) · Diversity and Career in Medicine (4 obras) · Innovations in Medical Education (4 obras) · Medical school (4 obras) · Health care (3 obras) · Medical model of disability (3 obras) · Nursing (3 obras) · Political science (3 obras)