Global commitments to disability inclusion in health professions

Elsevier, The Lancet, Volume 395, Issue 10227, 14–20 March 2020, Pages 852-853
Lisa M Meeks, Ioanna Maraki, Satendra Singh, Raymond H Curry

Recognition of the need for equitable health care for people with disabilities and the need to appropriately educate the health-care workforce has emerged over the past few decades.1, 2, 3 Although people with disabilities experience the same general health-care needs as other people, they are more likely to experience health-care inequities due to the inadequate skills and knowledge of health-care providers and inaccessible health-care facilities.4 In 2009, an art of medicine essay in The Lancet by Tom Shakespeare and colleagues5 posited that “perhaps the most dramatic learning can come when it is a peer who is disabled, rather than a patient”. Medical schools are beginning to consider students with disabilities as a constituent part of their diversity, equity, and inclusion agenda, and several organisations and academic leaders from around the world are now offering formal guidance to medical schools, with the goal of fully realising the value that people with disabilities bring to medical education.