Docs With Disabilities

Dr. Lisa Meeks
  • 4.9 (48)
  • EDUCATION

Join hosts Drs. Lisa Meeks, Peter Poullos and guest hosts as they take a deeper dive into the experiences of health care providers with disabilities through critical conversations with the doctors, researchers, administrators, faculty and policy makers that work to ensure medicine remains an equal opportunity profession.

  1. Episode 120: The Intersection of Disability, Race, Ethnicity, and Financial Background on Food Insecurity Among Medical Students

    5D AGO

    Episode 120: The Intersection of Disability, Race, Ethnicity, and Financial Background on Food Insecurity Among Medical Students

    Interviewee: Bassel Shanab, BS is a fourth-year medical student at the Yale School of Medicine.  Interviewer:  Lisa Meeks, PhD, MA, Guest Editor, Academic Medicine Supplement on Disability Inclusion in UME. Description: This episode of Stories Behind the Science sits down with Bassel Shanab (Yale School of Medicine), co-first author of “The Intersection of Disability, Race, Ethnicity, and Financial Background on Food Insecurity Among Medical Students,” part of the Academic Medicine supplement on Disability Inclusion in UME. We move beyond prevalence rates to the lived realities behind them—and why hunger so often hides in plain sight in elite training environments. Bassel shares the personal experiences that shaped his questions, the multi-institutional data that sharpened the answers, and the practical moves any school can make now: screen routinely, get cost-of-living estimates right, normalize help-seeking, and invest in evidence-based campus supports. Along the way, we talk flourishing (not just “fixing”), student-led research networks, and why transparency beats stigma every time. Whether you’re a dean, DRP, faculty member, or student, this conversation offers a humane roadmap from surviving to thriving. Links to the open-access article, and related tools are in the show notes. Transcript:  https://docs.google.com/document/d/184LJqvcAgHGmpHyOcaxOxRw4yetR7qrGPPin0HDX7i4/edit?usp=sharing   Bios:   Bassel Shanab, BS is a fourth-year medical student at the Yale School of Medicine. He holds a Bachelor of Arts in Biological Sciences and Global Health Studies from Northwestern University, graduating with distinction. His academic interests include medical education, cardiovascular health, social determinants of health, and health policy. Key Words:   Food insecurity Medical students Disability Race and ethnicity Underrepresented in medicine (URiM) Low-income background Intersectionality Student well-being Academic performance   Resources:  Article from Today’s Talk The Intersection of Disability, Race, Ethnicity, and Financial Background on Food Insecurity Among Medical Students   Nguyen, Mytien MS; Shanab, Bassel M.; Khosla, Pavan; Boatright, Dowin MD, MBA, MHS; Chaudhry, Sarwat I. MD; Brandt, Eric J. MD, MHS; Hammad, Nour M. MS; Grob, Karri L. EdD, MA; Brinker, Morgan; Cannon, Caden; Cermack, Katherine; Fathali, Maha; Kincaid, John W.R. MS, MPhil; Ma, Yuxing Emily; Ohno, Yuu MS; Pradeep, Aishwarya; Quintero, Anitza MBA; Raja, Neelufar; Rooney, Brendan L.; Stogniy, Sasha; Smith, Kiara K.; Sun, George; Sunkara, Jahnavi; Tang, Belinda; Rubick, Gabriella VanAken MD; Wang, JiCi MD; Bhagwagar, Sanaea Z.; Luzum, Nathan; Liu, Frank MS; Francis, John S. MD, PhD; Meeks, Lisa M. PhD, MA; Leung, Cindy W. PhD. The Intersection of Disability, Race, Ethnicity, and Financial Background on Food Insecurity Among Medical Students. Academic Medicine 100(10S):p S113-S118, October 2025. | DOI: 10.1097/ACM.0000000000006156   https://journals.lww.com/academicmedicine/fulltext/2025/10001/the_intersection_of_disability,_race,_ethnicity,.12.aspx The Docs With Disabilities Podcast https://www.docswithdisabilities.org/docswithpodcast

    48 min
  2. Episode 119: Disability in Undergraduate Medical Education in the United States: A Scoping Review

    SEP 27

    Episode 119: Disability in Undergraduate Medical Education in the United States: A Scoping Review

    Interviewees: Kirsten Brown, PhD Assistant Professor of Health Professions Education at the Uniformed Services University of the Health Sciences; as a short disclaimer, Kirsten’s views do not represent the official policy or position of her employer.  Dionna Bidny, MD, MMUS  a first-year resident in Physical Medicine and Rehabilitation at the University of Pittsburgh Medical Center, currently completing her Transitional Year; and Abby Konoposky, PhD Senior Director of Medical Education Research in the Department of Psychiatry at Northwell Health. Interviewer:  Lisa Meeks, PhD, MA, Guest Editor, Academic Medicine Supplement on Disability Inclusion in UME. Description: This episode of Stories Behind the Science brings you an intimate conversation with Dr. Kirsten Brown (Uniformed Services University of the Health Sciences), Dr. Dionna Bidny (University of Pittsburgh Medical Center), and Dr. Abby Konopasky (Northwell Health), co-authors of Disability in Undergraduate Medical Education in the United States: A Scoping Review, part of the Academic Medicine supplement on Disability Inclusion in Undergraduate Medical Education. Drawing from over 80 publications, their study traces how disability in medical education has too often been framed through deficit and legal models, while leaving intersectionality and the voices of disabled learners largely absent. Together, we explore why this framing matters, what the literature reveals about gaps and progress, and how a critical perspective can re-shape the field. Our guests share the personal and professional motivations behind this ambitious review, the surprises and challenges they encountered, and their hopes for how this work can serve as both roadmap and catalyst. Whether you are a researcher, faculty member, disability resource professional, or student, this episode offers insights into the state of the field and inspiration for charting new directions. Resources and links to the open-access article, Disability Resource Hub, and related tools are in the show notes. Transcript: https://docs.google.com/document/d/1iUYE0Q-2TA1flXiMU6rum1S3dO-obE5DoA9J0mFmHlE/edit?usp=sharing Bios:   Kirsten Brown, PhD Dr. Kirsten Brown’s research examines the intersection of disability, power, and social systems. Her work has appeared in the Journal of College Student Development, the Journal of Diversity in Higher Education, and Journal of Higher Education. She co-authored the book Disability in Higher Education: A Social Justice Approach. Dr. Brown prepared this chapter during non-work hours as an independent scholar and this publication did not receive funding from the federal government. The views expressed are solely those of the author and do not represent the official policy or position of the Uniformed Services University of the Health Sciences, the Henry M. Jackson Foundation for the Advancement of Military Medicine, the Department of Defense, or the U.S. Government.  Abigail Konopasky, PhD Abigail Konopasky holds doctorates in educational psychology from George Mason University and in linguistics from Princeton University. She is currently an Associate Professor and Director of Medical Education Research and Scholarship in the Psychiatry Department at Northwell Health. She conducts critical qualitative and mixed methods research in health professions education, with a focus on equity, Black feminism, and critical disability studies using functional linguistic and narrative methods and theories of agency. She serves on the editorial boards of Teaching and Learning in Medicine, Perspectives on Medical Education, and Advances in Health Sciences Education. Dionna Bidny, MD, MMus  Dionna is a first year resident at the University of Pittsburgh Medical Center in Physical Medicine and Rehabilitation (currently  in her  Transitional Year). She has a BS in biomedical engineering and an  MMus in Musicology; she incorporated her interest in accessibility in arts, sports, and healthcare spaces through research during both degrees. In medical school, she continued to study and lecture in the space of disability  justice and its intersections with art, identity,  and healthcare experience, all  while navigating  chronic illness and pursuit of her own  accommodation and access needs. In residency, she aims to continue her work in accessibility within arts and sports through community engagement and engineering innovation. Key Words:   Disability in medical education Undergraduate medical education (UME) Disability inclusion Scoping review Academic Medicine supplement Deficit model vs. asset model Legal framing of disability Intersectionality in medicine Disabled learners’ voices Critical perspectives in medical education Equity in medical training Accommodations in medical education Disability justice Ableism in medicine Representation in health professions Research roadmap Diversity and inclusion in medicine Disability studies in medical education Inclusive curriculum Systemic barriers in medical education Resources:  Article from Today’s Talk Maggio, Lauren A. PhD; Brown, Kirsten R. PhD; Costello, Joseph A. MSIS; Konopasky, Aaron PhD, JD; Bidny, Dionna MD, MMus; Konopasky, Abigail PhD. Disability in Undergraduate Medical Education in the United States: A Scoping Review. Academic Medicine 100(10S):p S64-S73, October 2025. | DOI: 10.1097/ACM.0000000000006154 https://journals.lww.com/academicmedicine/fulltext/2025/10001/disability_in_undergraduate_medical_education_in.5.aspx   The Docs With Disabilities Podcast https://www.docswithdisabilities.org/docswithpodcast

    44 min
  3. Episode 118: Preparing to Thrive: Supporting Learners with Disabilities Through the Undergraduate-to-Graduate Medical Education Transition

    SEP 27

    Episode 118: Preparing to Thrive: Supporting Learners with Disabilities Through the Undergraduate-to-Graduate Medical Education Transition

    Interviewees: Dr. Zoie Sheets, Resident Physician in the Departments of Medicine and Pediatrics at the University of Chicago; and Dr. Nalinda Charnsangavej, Associate Professor of Pediatrics and Residency Program Director at Dell Medical School at the University of Texas at Austin. Interviewer:  Lisa Meeks, PhD, MA, Guest Editor, Academic Medicine Supplement on Disability Inclusion in UME. Description: Preparing to Thrive: Supporting Learners with Disabilities Through the Undergraduate-to-Graduate Medical Education Transition This episode of Stories Behind the Science brings you an intimate conversation with Dr. Zoie Sheets (University of Chicago) and Dr. Nalinda Charnsangavej (Dell Medical School, UT Austin), co-authors of Preparing to Thrive, part of the Academic Medicine supplement on Disability Inclusion in Undergraduate Medical Education. We go beyond the article to uncover the motivations, lived experiences, and research that shaped their scholarship. Together, we explore four critical decision points that can shape the trajectory of disabled medical students as they move from UME to GME: Disclosure decisions Specialty selection Program selection Requesting and utilizing accommodations in residency Zoie and Nalinda share how research, mentorship, and community informed their work, and why bridging this “black box” transition period is essential for cultivating a more inclusive profession. Whether you’re a program director, DRP, advisor, or student, this episode offers insights and concrete strategies to ensure learners are not just surviving this pivotal transition—but thriving. Resources and links to the open-access article, Disability Resource Hub, and related tools are in the show notes. Transcript: https://docs.google.com/document/d/1h4bh81klK-mfP3grm5LNzmYp-czCEP_haP704aJBekk/edit?usp=sharing Bios:   Nalinda Charnsangavej, MD is Associate Professor of Pediatrics at the Dell Medical School at the University of Texas at Austin where she serves as the pediatric residency program director. She serves as Co-Chair of the Disability in Graduate Medical Education group as part of the Docs with Disabilities Initiative and Co-Chair of the UME to GME Transitions Committee for the Disability Resource Hub -- the result of a collaboration between the ACGME and DWDI. As a program director, she is interested in fostering a healthy and supportive learning environment that promotes physician well-being and resilience. Her current work focuses on the transition from medical school to residency training and how to support learners with disabilities during this critical transition period. Outside of medical education, she enjoys spending time with her family, teaching her children how to cook, and attending Texas Longhorn sporting events. Zoie C. Sheets, MD, MPH is a resident physician in internal medicine and pediatrics (Med/Peds) at the University of Chicago. She is also a leader within the Docs with Disabilities Initiative, serving as Co-Chair of the Disability in Graduate Medical Education group and Co-Chair of the UME to GME Transitions Committee for the creation of a Disability Resource Hub — a collaboration between ACGME and DWDI. She believes deeply that increasing the number of disabled clinicians can transform medical education and practice, for providers and patients alike. Her current research focus centers on how graduate medical education can best support learners with disabilities, particularly during the challenging transition out of UME. In her free time, Zoie loves to read, re-watch too many medical dramas, and play with her two cats!  Key Words:   Disability inclusion Medical education Undergraduate medical education (UME) Graduate medical education (GME) UME–GME transition Disabled medical students Residency accommodations Program director support Disability Resource Professionals (DRPs) Academic Medicine  Resources:  Article from Today’s Talk Sheets, Zoie C. MD, MPH; Fausone, Maureen MD, MA; Messman, Anne MD, MHPE; Ortega, Pilar MD, MGM; Ramsay, Jessica MD; Creasman, Megan MD, MA; Charnsangavej, Nalinda MD. Preparing to Thrive: Supporting Learners With Disabilities Through the Undergraduate-to-Graduate Medical Education Transition. Academic Medicine 100(10S):p S161-S165, October 2025. | DOI: 10.1097/ACM.0000000000006136   The Disability Resource Hub from ACGME and DocsWithDisabilities  https://bit.ly/DisabilityResourceHUB_GME   The Docs With Disabilities Podcast https://www.docswithdisabilities.org/docswithpodcast   Docs With Disabilities You Tube, Disability in Graduate Medical Education Videos https://www.youtube.com/playlist?list=PLc4XEizXENYw58ptzAgfxBA4q3uLRcmx6   Docs With Disabilities Disability in Graduate Medical Education Working Group https://www.docswithdisabilities.org/digme

    39 min
  4. Episode 114: ACGME/DWDI Disability Resource Hub Case Study: Psychological Disability in a Nephrology Fellowship

    SEP 6

    Episode 114: ACGME/DWDI Disability Resource Hub Case Study: Psychological Disability in a Nephrology Fellowship

    Interviewees: Justin Bullock, MD, MPH; Cary Payne, MD Interviewer: Lisa Meeks, PhD, MA Description: In Episode 114, Dr. Lisa Meeks talks with Dr. Justin Bullock (nephrology fellow, University of Washington; living with bipolar disorder) and Dr. Cary Payne (Program Director, Nephrology Fellowship, University of Washington) about navigating fellowship with a psychiatric disability—and how trust, humility, and creative flexibility built a training experience defined by healing and growth. Together, they retrace Justin’s decision to pursue fellowship after a traumatic residency, his choice to lead with authenticity during the match, and the risks and rewards of disclosure in GME. They unpack how structured accommodations provided protection, why early defensiveness softened into trust, and the profound impact of Cary’s disarming leadership approach: “It’s not your job to teach us.” Listeners will hear advice for residents and fellows (consider strategic disclosure, seek accommodations as protective, build trusted provider teams) and for program directors (lead with humility, embrace uncertainty, and center accommodations in creativity rather than dogma). At its heart, the episode explores how one program became not just a safe space, but a place of healing—and why that benefits trainees, programs, and patients alike. This episode accompanies the open-access perspective This Armor of Mine: Perspectives of a Bipolar Physician and Program Director (Bullock & Payne, Chest, 2024) This episode is part of the ACGME/DWDI Disability Resource Hub, supported by the Josiah Macy Jr. Foundation Catalyst Award, it’s a powerful reminder that access isn’t accidental—it’s built intentionally, one relationship at a time. Transcript: https://docs.google.com/document/d/1R_FlMU-qOOVKPiaBMLc0VqQ3DVX8rjhQ16ZAZZnv_TM/edit?usp=sharing Bios:  Justin Bullock, MD, MPH Justin Bullock is an Assistant Professor in Nephrology at the University of Washington School of Medicine and the Co-director of the Docs with Disabilities Initiative. Justin is passionate about creating safe environments in medicine where everyone in the hospital is able to bring their authentic selves to work in the spirit of healing. Justin is a passionate medical educator: a teacher, researcher, and lifelong learner. His primary research focus centers on how educators can foster identity safety in the learning environment, where all members of the healthcare team can be their authentic selves in the workplace. When not at work, Justin enjoys running and cooking with his partner.   Cary Payne, MD Cary grew up in the Pacific Northwest. He studied Biology and Philosophy at Washington University in St Louis before attending medical school at the University of Chicago. He then returned to the northwest where he completed his residency in internal medicine and fellowship in nephrology at the University of Washington, after which he remained on faculty at UW and established the UW Kidney-Liver Program, a subspecialty nephrology service dedicated to caring for patients with concomitant liver and kidney disease. In addition to his clinical work, Cary serves as the medical director for inpatient dialysis at the University of Washington and the UW Nephrology Fellowship Program Director. When not at work he enjoys reading and hiking with his wife Gretchen and his three children.   Key Words:   ·       Disability Inclusion ·       Residency ·       Fellowship ·       Accommodations ·       Program Directors ·       Graduate Medical Education (GME) Produced by: Lisa Meeks  Resources:  Article: Perspective of a Bipolar Physician and this program director. https://www.chestnet.org/guidelines-and-topic-collections/publications/chest-advocates/this-armor-of-mine Disability Resource Hub: https://dl.acgme.org/pages/disability-resource-hub Case Studies in Disability Resource Hub: https://dl.acgme.org/pages/disability-resource-hub#case_studies UME to GME Toolkit:  https://dl.acgme.org/pages/disability-resource-hub-transitions-toolkit-introduction Policy Toolkit:  https://dl.acgme.org/pages/disability-resource-hub-policy-toolkit Disability in Graduate Medical Education Program:  https://www.docswithdisabilities.org/digme

    57 min
  5. Episode 113: ACGME/DWDI Disability Resource Hub Case Study: Learning Disability and ADHD in a Psychiatry Residency

    AUG 22

    Episode 113: ACGME/DWDI Disability Resource Hub Case Study: Learning Disability and ADHD in a Psychiatry Residency

    Interviewees: Emily Green, MD and Kelley Volpe, MD Interviewer: Lisa Meeks, PhD, MA Description: In Episode 113, Dr. Lisa Meeks talks with Dr. Emily Green (child psychiatrist, University of Chicago; recent fellow at UIC) and Dr. Kelley Volpe (training director of the Child and Adolescent Psychiatry Fellowship at UIC) about navigating fellowship with ADHD and a learning disability—and how openness, advocacy, and leadership support shaped a successful training experience. Together, they trace Emily’s decision-making during the match, the challenges of transitioning from residency to fellowship (and from student to employee), and the unexpected barriers in GME accommodation processes. They unpack how program leadership stepped in when paperwork stalled, why “temporary vs. chronic” misunderstandings of disability remain a problem, and how centering inclusion ultimately benefited both the trainee and the program. Listeners will hear advice for residents and fellows (be specific in accommodation requests, know when disclosure matters, embrace authenticity with patients) and for program directors (be proactive with GME, advocate beyond bureaucracy, and create space for trainees to bring their whole selves to medicine). This episode accompanies the open-access case study From Policy to Practice: Building the Disability Inclusion Infrastructure in Graduate Medical Education (Green & Volpe, Academic Medicine, 2025). Part of the ACGME/DWDI Disability Resource Hub, supported by the Josiah Macy Jr. Foundation Catalyst Award, it’s both a roadmap and a reminder that when programs invest in access, everyone wins. Transcript: https://docs.google.com/document/d/1uhs1zRh2QOWVMgYlEFkxbFY-MJQbiqV_/edit?usp=sharing&ouid=104315301750264632478&rtpof=true&sd=true Bios:  Kelly Volpe, MD Dr. Kelley Volpe is the medical director of the Pediatric Stress & Anxiety Disorders Clinic at UI Health. Dr. Volpe currently provides outpatient services that are specialized in the treatment of anxiety disorders, such as generalized anxiety, social anxiety, obsessive compulsive disorder, and selective mutism, in addition to trauma- and stress-related disorders. She is board certified in both General Psychiatry and Child & Adolescent Psychiatry. Emily Green, MD Emily is an Assistant Professor of Psychiatry and Behavioral Neuroscience at the University of Chicago. She specializes in pediatric psychiatry and helps children and adolescents who are struggling with mental well-being. Key Words:   Disability Inclusion Residency Fellowship ADHD Learning Disability Psychiatry Accommodations Program Directors Graduate Medical Education (GME) Produced by: Lisa Meeks  Resources:  Disability Resource Hub: https://dl.acgme.org/pages/disability-resource-hub Case Studies in Disability Resource Hub: https://dl.acgme.org/pages/disability-resource-hub#case_studies UME to GME Toolkit:  https://dl.acgme.org/pages/disability-resource-hub-transitions-toolkit-introduction Policy Toolkit:  https://dl.acgme.org/pages/disability-resource-hub-policy-toolkit Disability in Graduate Medical Education Program:  https://www.docswithdisabilities.org/digme Illinois Lend: https://www.illinoislend.org Case Study: From Policy to Practice: Building the Disability Inclusion Infrastructure in Graduate Medical Education

    46 min
  6. Episode 112: ACGME/DWDI Disability Resource Hub Case Study: A Learner with a Cognitive Disability in a Urology Residency

    AUG 21

    Episode 112: ACGME/DWDI Disability Resource Hub Case Study: A Learner with a Cognitive Disability in a Urology Residency

    Interviewees: Josh Schammel, MD; Brian Inouye, MD; and Becky Stetzer, MD Interviewer: Justin Bullock, MD, MPH Description: In this episode, Dr. Justin Bullock talks with Dr. Josh Schammel (chief urology resident at Albany Medical Center), Dr. Brian Inouye (associate program director of urology at Albany Med), and Dr. Becky Stetzer (assistant dean of competency development, Albany Med) about navigating remediation, cognitive disability support, and institutional change in residency training. Together, they trace Josh’s experience entering urology residency off-cycle, the social and educational challenges that followed, and the turning point that came with honest conversations about expectations and support. They explore how leadership reframed remediation from punitive to restorative, how program culture embraced accommodations even without a formal diagnosis, and how outside expertise in competency development reshaped both Josh’s trajectory and the program’s systems. Listeners will hear candid reflections on the fear of dismissal, the relief of being given a “do-over” year, and the powerful role of trust and transparency in rebuilding confidence. The team highlights the importance of creating a culture where struggling is not synonymous with failure, but with an opportunity for growth. This episode accompanies the open-access article A Master Adaptive Learner Approach to Cognitive Disability Support in a U.S. Urology Residency (Stetzer et al., Teaching and Learning in Medicine). Part of the ACGME/DWDI Disability Resource Hub, supported by the Josiah Macy Jr. Foundation Catalyst Award, it’s a practical and deeply human guide for residents, faculty, and program leaders working to build equitable clinical learning environments. Transcript: https://docs.google.com/document/d/1u-qRRgjrB-lOJnQytGy7C7ByxYppdfju/edit?usp=sharing&ouid=104315301750264632478&rtpof=true&sd=true Key words: Medical education, cognitive disability, residency, accommodations, program director, GME, GME Policy, Disability, Training, PTSD. Bios:   Resources:  Disability Resource Hub: https://dl.acgme.org/pages/disability-resource-hub Case Studies in Disability Resource Hub: https://dl.acgme.org/pages/disability-resource-hub#case_studies UME to GME Toolkit:  https://dl.acgme.org/pages/disability-resource-hub-transitions-toolkit-introduction Policy Toolkit:  https://dl.acgme.org/pages/disability-resource-hub-policy-toolkit Disability in Graduate Medical Education Program:  https://www.docswithdisabilities.org/digme Link to Case Study: A Master Adaptive Learner Approach to Cognitive Disability Support in a U.S. Urology Residency https://www.tandfonline.com/doi/10.1080/10401334.2025.2502670?url_ver=Z39.88-2003&rfr_id=ori:rid:crossref.org&rfr_dat=cr_pub%20%200pubmed

    54 min
  7. Episode 111: ACGME/DWDI Disability Resource Hub Case Study: Physical Disability in a Neurology Residency

    AUG 15

    Episode 111: ACGME/DWDI Disability Resource Hub Case Study: Physical Disability in a Neurology Residency

    Interviewees: Tom Pisano, MD PhD and Laura Ashley Stein, MD, MS, Ed. Interviewer: Lisa Meeks, PhD, MA Description: In Episode 111, Dr. Lisa Meeks talks with Dr. Tom Pisano (former Penn neurology resident; now neuro-hospital medicine and neuro-immunology fellow) and Dr. Laura Stein (Adult Neurology Program Director at Penn) about building an accessible neurology residency for a physician who uses a wheelchair—and how trust, planning, and culture made it work. Together, they trace Tom’s match-day disclosure strategy and “find-your-people” approach, an accessibility walk-through with tape measures and ADA checks, and the practical creativity of equivalent rotations when sites differ in accessibility. They also unpack a real barrier—a security policy that blocked ED entry during stroke alerts—and how reframing access as patient safety moved the system. Listeners will hear candid advice for residents (hold onto your “why,” communicate early, invite teaching adaptations) and for program directors (start with goals, not habits; assume success; apply the same creativity you offer patients to your trainees). This episode accompanies a written case study and a Mini Grand Rounds conversation in Learn at ACGME. Part of the ACGME/DWDI Disability Resource Hub, supported by the Josiah Macy Jr. Foundation Catalyst Award, it’s a practical guide for PDs, residents, and anyone committed to equitable clinical training.   Transcript: https://docs.google.com/document/d/1xB_Cp8EiekJ9ExUZLP61EvE-0y4HUv22LuRp0D6uNB0/edit?usp=sharing Key words: Medical education, physical disability, disability research, residency, accommodations, wheelchair, SCI, medical technology, residency, neurology, program director, GME, GME Policy Bio: Laura Stein I have been involved in the Neurology Residency Program since 2018, and Director of the program since 2024. I teach residents on multiple inpatient services as well as in outpatient continuity clinic and stroke clinics. I also lead didactic sessions and workshops for resident onboarding and in our resident lecture series. I am particularly interested in expanding resident exposure to structured experiences in medical education and quality improvement and currently mentor multiple residents per year in medical education and quality improvement projects. In 2020, I was honored to receive the University of Pennsylvania Neurology Residents teaching award. I received my masters in medical education from the University of Pennsylvania in 2018. I have been a member of the American Academy of Neurology (AAN) Residency-In-Training Examination Committee since 2019. I have also been a member of the American Heart Association (AHA) Stroke Professional Education Committee since 2016 and currently serve as the Vice Chair of this committee. Clinically, I function predominantly as a neurohospitalist and attend on the stroke inpatient and consult services, the neurology ward service, and the PPMC consult service. I am dedicated to ensuring delivery of high-quality neurologic care across our system and currently am the physician co-lead for our neurovascular disease team, which spans our six-hospital network, as well as our HUP inpatient neurology unit-based quality improvement team. Tom Pisano I enjoy weekend bike rides with my wife, followed by trying out a new restaurant. When traveling, if possible, I always try to get in some monoskiing or scuba diving. I would also consider myself a (very) mildly competitive board gamer. I will be pursuing a combined neurohospitalist/neuroimmunology fellowship to develop expertise in myelopathies. My research includes brain-computer interfaces, especially of the spinal cord. Producer:  Lisa Meeks Follow Us: X: @DocsWith Instagram: @DocsWithDisabilities Linked In: https://www.linkedin.com/company/docs-with-disabilities-initiative Resources:  Disability Resource Hub: https://dl.acgme.org/pages/disability-resource-hub Case Studies in Disability Resource Hub: https://dl.acgme.org/pages/disability-resource-hub#case_studies UME to GME Toolkit:  https://dl.acgme.org/pages/disability-resource-hub-transitions-toolkit-introduction Policy Toolkit: https://dl.acgme.org/pages/disability-resource-hub-policy-toolkit Disability in Graduate Medical Education Program:  https://www.docswithdisabilities.org/digme   Link to Case Study: Coming Soon!

    1 hr

  8. AUG 8

    Episode 110: ACGME/DWDI Disability Resource Hub Case Study: Physical Disability in a Pediatrics Residency

    Interviewees: Uyen Troung, MD and Nalinda Charnsangavej, MD Interviewer: Lisa Meeks, PhD, MA Description: What does it take to create true accessibility in residency training? In this episode, Dr. Lisa Meeks is joined by Dr. Uyen Truong, Chief Resident at the UT-Austin Dell Medical School Pediatric Residency Program, and Dr. Nalinda Charnsangavej, the program’s Director, for a candid conversation about disability inclusion in graduate medical education. Together, they share the story behind Dr. Truong’s residency journey as a wheelchair user—from early planning and proactive accommodations to the team-wide commitment that made access possible. Listeners will hear how trust, open communication, and creative problem-solving helped dismantle barriers, and how the presence of physicians with disabilities strengthens patient care, especially for disabled children and their families. The discussion also dives into the practical side of accommodations in GME: what an access assistant does (and doesn’t do), how to navigate procedural requirements, and the role of accrediting bodies like the ACGME and the American Board of Pediatrics in supporting inclusive training. This episode is part of the Disability Resource Hub series, made possible by the Josiah Macy Jr. Foundation Catalyst Award for Transformation in Graduate Medical Education, and offers valuable insights for program directors, residents, and anyone committed to building equitable clinical learning environments. Transcript: https://docs.google.com/document/d/1mRUsqcVjm5oGQgPzV6tuzQxvyOH-0osSxVHeOeIC3qM/edit?usp=sharing Key words: Medical education, physical disability, disability research, residency, accommodations, wheelchair, SCI, medical technology, residency, pediatrics, program director, GME, GME Policy Bio: Uyen Truong, MD grew up in Minnesota but is currently finishing her chief year at UT Austin Dell Medical School Pediatric Residency Program. Following graduation, Uyen is going to work as a Complex Care Pediatrician back in Minnesota. Although the path has not been easy, she has always wanted to become a pediatrician and work with kids with medical complexity like herself. Through Uyen%E2%80%99s training and her own personal experiences, she has been able to help parents and children navigate the medical system. Uyen is very excited to continue working and advocating for children with disabilities and helping them achieve their goals. Nalinda Charnsangavej, MD is an associate professor of pediatrics at the Dell Medical School at the University of Texas at Austin. She serves as the pediatric residency program director and has an interest in promoting a healthy and supportive learning environment through supporting diversity, cultivating an inclusive climate, and promoting physician well-being and resilience. She has a specific interest in raising awareness of the benefits of inclusion of individuals with disabilities in the learning environment and patient care and has supported faculty and institution development in working with trainees with disabilities. In her role as a program director, she has individually mentored many trainees and also recognizes the need to support the establishment of strong mentorship relationships for trainees, particularly those from backgrounds underrepresented in medicine. She has led program-wide efforts to foster wellbeing and resiliency amongst trainees and participates in national work-groups such as the Pediatric Resident Burnout and Resilience Study Consortium. She is interested in helping develop best practices for GME programs to enhance access and inclusion of trainees with disabilities. Producer:  Gabe Abrams  and Lisa Meeks Audio editor: Jacob Feeman Follow Us: X: @DocsWith Instagram: @DocsWithDisabilities Linked In: https://www.linkedin.com/company/docs-with-disabilities-initiative Resources:  Disability Resource Hub: https://dl.acgme.org/pages/disability-resource-hub Case Studies in Disability Resource Hub: https://dl.acgme.org/pages/disability-resource-hub#case_studies UME to GME Toolkit:  https://dl.acgme.org/pages/disability-resource-hub-transitions-toolkit-introduction Policy Toolkit: https://dl.acgme.org/pages/disability-resource-hub-policy-toolkit Link to Case Study: Proactive Approaches for a Wheelchair User in Pediatric Residency: A Case Study for Disability Inclusion  https://www.sciencedirect.com/science/article/abs/pii/S1876285924005643 Disability in Graduate Medical Education Program:  https://www.docswithdisabilities.org/digme

    1h 7m
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4.9
out of 5
48 Ratings

About

Join hosts Drs. Lisa Meeks, Peter Poullos and guest hosts as they take a deeper dive into the experiences of health care providers with disabilities through critical conversations with the doctors, researchers, administrators, faculty and policy makers that work to ensure medicine remains an equal opportunity profession.

Information

  • Creator
    Dr. Lisa Meeks
  • Years Active
    2019 - 2025
  • Episodes
    130
  • Rating
    Clean
  • Copyright
    Copyright © 2019 Lisa Meeks
  • Show Website
    Docs With Disabilities

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