Docs With Disabilities Dr. Lisa Meeks

Interviewee: Dr. Brooke Ellison
Interviewer: Dr. Peter Poullos
Note: This episode was recorded prior to Dr. Ellisons death on February 4th. We are honored to have had the opportunity to interview her before she passed away and hope this podcast episode honors her and her contributions to science.
Description: 
In this podcast episode, Dr. Peter Poullos interviews Dr. Brooke Ellison, a disability rights advocate and bioethicist. Dr. Ellison shares her journey of embracing disability, finding strength, and building resilience. She discusses the inspiration behind the title of her book, Look Both Ways, and highlights the significance of understanding the power of disability.
Dr. Ellison emphasizes the need for healthcare professionals to learn from people with disabilities and include their perspectives in medical education and decision-making. She talks about her role in teaching future healthcare professionals and her work with organizations focused on disability rights, advocating for better access and opportunities for people with disabilities.
Dr. Ellison also shares her experience of creating a shared interest group on disability at Harvard and stresses the importance of integrating disability into every discipline. The conversation explores the intersection of ethics and disability, emphasizing the importance of including disabled voices in these discussions.
She explains her understanding of hope as an action-oriented perspective that arises from living with challenges. The episode concludes with a discussion on the benefits of interdependence and the advice Dr. Ellison would give to young people with disabilities entering academia or medicine.
Bio:
https://www.stonybrook.edu/commcms/bioethics/people/ellison.php
https://www.brookeellison.com/about
Key Words:  Spinal Cord Injury, Science, STEM, DocsWithDisabilities, Resilence, Brook Ellison, SCI, bioethicist
Transcript: https://bit.ly/DWDI_Podcast_Transcript93
Produced by: R.E. Natowicz, Jasmine Lopez, and Dr. Lisa Meeks. 
Audio editor: R.E. Natowicz and Jacob Feeman
Digital Media: Katie Sullivan
Resources:  
National Women’s History Alliance. (2024). The 2024 National Women’s History Theme. 
https://nationalwomenshistoryalliance.org/2024-whm-theme/
Not my ventilator: How conceptual frameworks of disability and the absence of the disabled voice have shaped healthcare policies in the COVID-19 pandemic and beyond
Look Both Ways 
The Patient as Professor: How My Life as a Person with Quadriplegia Shaped My Thinking as an Ethicist
 
 

 
Interviewee: Dr. Diana Cejas 
Interviewer: Dr. Lisa Meeks
Description: 
In this conversation, Diana Cejas, a pediatric neurologist, shares her experiences as a disabled Black woman in medicine. She discusses her journey as a cancer and stroke survivor and the challenges she faced in getting her concerns taken seriously by healthcare professionals. Diana also highlights the impact of race and ableism in medicine and the need for greater recognition and support for marginalized individuals. She shares her experiences of returning to residency after a stroke and the mixed responses she received from colleagues. The conversation also explores the concept of benevolent ableism and its impact on disabled individuals. In this conversation, Lisa Meeks and Diana Cejas discuss the importance of disrupting ableism and advocating for inclusion in medical education and practice. They highlight the need for individuals to use their power and privilege to create change and challenge ableist attitudes and practices. They also explore the healing power of writing and how it can be a tool for communication and education. The conversation concludes with a discussion on the importance of believing in oneself and finding a supportive community.
Bio:
Diana M. Cejas, MD, MPH is an Assistant Professor of Neurology at the University of North Carolina at Chapel Hill and faculty of the Carolina Institute for Developmental Disabilities. Her clinical work, research, and advocacy focus upon understanding the effects of ableism on health and improving care delivery and outcomes for children and young adults with neurodevelopmental disabilities. Dr. Cejas has also devoted much of her career to patient advocacy and improving communication between healthcare providers and the disability community, particularly young disabled patients of color. Dr. Cejas shares her own story and other commentary on disability and health via essays and other nonfiction. She is a 2023 PEN America Emerging Voices Fellowship Finalist and a 2021 Pushcart Prize nominee. Her literary work has appeared in high impact medical journals, prestigious literary magazines, anthologies, and popular media.
Key Words:  Abelism, Racism, Developmental Disabilities, Stroke, Cancer, Residency, Medical School, ICU, writing, narrative medicine. 
Transcript: https://docs.google.com/document/d/1_-ZwCZvxwfuSMLHvv0aDxhox35LvDkPM9pYGCZTjGTo/edit?usp=sharing
Produced by: Kadesha Treco, Jacob Feeman and Dr. Lisa Meeks. 
Audio editor: Jacob Feeman
Digital Media: Katie Sullivan
Resources: 
 
 
 
 

Interviewee: Dr. Diana Cejas 
Interviewer: Dr. Lisa Meeks
Description: 
In this conversation, Diana Cejas, a pediatric neurologist, shares her experiences as a disabled Black woman in medicine. She discusses her journey as a cancer and stroke survivor and the challenges she faced in getting her concerns taken seriously by healthcare professionals. Diana also highlights the impact of race and ableism in medicine and the need for greater recognition and support for marginalized individuals. She shares her experiences of returning to residency after a stroke and the mixed responses she received from colleagues. The conversation also explores the concept of benevolent ableism and its impact on disabled individuals. In this conversation, Lisa Meeks and Diana Cejas discuss the importance of disrupting ableism and advocating for inclusion in medical education and practice. They highlight the need for individuals to use their power and privilege to create change and challenge ableist attitudes and practices. They also explore the healing power of writing and how it can be a tool for communication and education. The conversation concludes with a discussion on the importance of believing in oneself and finding a supportive community.
Bio:
Diana M. Cejas, MD, MPH is an Assistant Professor of Neurology at the University of North Carolina at Chapel Hill and faculty of the Carolina Institute for Developmental Disabilities. Her clinical work, research, and advocacy focus upon understanding the effects of ableism on health and improving care delivery and outcomes for children and young adults with neurodevelopmental disabilities. Dr. Cejas has also devoted much of her career to patient advocacy and improving communication between healthcare providers and the disability community, particularly young disabled patients of color. Dr. Cejas shares her own story and other commentary on disability and health via essays and other nonfiction. She is a 2023 PEN America Emerging Voices Fellowship Finalist and a 2021 Pushcart Prize nominee. Her literary work has appeared in high impact medical journals, prestigious literary magazines, anthologies, and popular media.
Key Words:  Abelism, Racism, Developmental Disabilities, Stroke, Cancer, Residency, Medical School, ICU, writing, narrative medicine. 
Transcript: https://docs.google.com/document/d/1lvS2ywFYUM0ON0loSEl9fxKuXodP_jdv8odW7EQmyfU/edit?usp=sharing
Produced by: Kadesha Treco, Jacob Feeman and Dr. Lisa Meeks. 
Audio editor: Jacob Feeman
Digital Media: Katie Sullivan
Resources: 

Interviewer: Dr. Lisa Meeks
Interviewees: Erin Browkoski, Suzanne Hawks, Karyn LaTurner, Christine Low, Sarah Triano
Description
In this special episode of the DRP series, we explore the origins and evolution of the Docs With Disabilities Access in Medicine (AIM) program, a vibrant initiative dedicated to promoting accessible and equitable educational environments for students with disabilities in medical education. Our conversation delves into AIM's collaborative partnerships with various organizations and the development of essential resources aimed at breaking down barriers to disability inclusion within medical education.
Through engaging stories and real-life triumphs, we highlight the tangible impact of AIM's efforts, seen through the transformative journeys of individual students and the invaluable support networks they discover. Additionally, we shed light on the personal motivations driving AIM's members, emphasizing the significance of shared learning experiences and the collective desire for increased accessibility.
By delving into the principles of mutual learning and community solidarity, we underscore the empowering paths taken by students navigating their disability journeys and stress the importance of challenging biases entrenched within the medical field. Our discussion extends beyond individual experiences to explore the broader societal implications and ethical imperatives surrounding disability inclusion.
As we delve into the core of AIM's mission, we urge the wider medical community to actively advocate for accessibility and inclusivity, catalyzing meaningful change by amplifying success stories and critically examining prevailing attitudes and beliefs. Furthermore, we extend an open invitation for professionals outside the AIM Working Group to join this vital conversation and contribute to the collective effort of creating a more inclusive future in medicine.
Bio's
Erin Browkoski
Erin has been working in the world of higher education disability services since 2013. She holds a master's degree in clinical mental health counseling and is a Nationally Certified Counselor and Licensed Professional Counselor in Illinois. Erin is a proud graduate of the Docs With Disabilities Initiative (DWDI) Disability Resource Professional Academy. Erin currently serves as Assistant Director of Medical School and Clinical Accessibility at UI College of Medicine for students on all three campuses: Chicago, Rockford and Peoria.
Suzanne Hawks
Suzanne joined the Center for Learning Access and Student Success at Wake Forest University in early 2018. She received her BS in Psychology from Presbyterian College and spent several years working with children and adults with Autism Spectrum Disorder before joining the field of higher education in 2012. While Suzanne serves students across all programs at Wake Forest, she is the primary contact for students within the School of Medicine. In her spare time, Suzanne enjoys spending time with her family (which includes the cutest little boy in the entire world), really fun friends, and their rescue pit/heeler mix Tommy Boy. 
Karyn LaTurner Echols
Karyn is a Student Disability and Student Services professional currently serving as the Disability Officer at Rocky Vista University College of Medicine in Ivins, Utah. Her extensive experience includes roles as a Disability Access Consultant at Arizona State University and Associate Director for Student Disability Services at the University of Chicago. She holds a Master of Education degree from Arizona State University. Karyn is multilingual, speaking English, German, Italian and is conversant in Japanese. 
Christine Low
Christine serves as the Director of Disability Services at the Icahn School of Medicine at Mount Sinai in New York City. Beyond her role as Director, Christine holds a faculty position in Environmental Medicine and Public Health and serves as Adjunct Faculty at Columbia University, School of Social Work.
C

Interviewer: Dr. Lisa Meeks
Interviewees: Dr. Lee Miller, Dr. Mijiza Sanchez-Guzman, Dr. Kama Guluma, Dr. Erick Hung, and Dr. Sharad Jain
Description: 
In this episode, we delve into the pivotal role of disability within medical education, particularly its significance in the realms of diversity, equity, inclusion, and justice. Joining us are leaders from California Medical Schools, including Dr. Lee Miller, Dr. Mijiza Sanchez-Guzman, Dr. Kama Guluma, Dr. Erick Hung, and Dr. Sharad Jain, who generously share their experiences and insights on the profound impact of disability within the medical field.
Our discussion begins with an exploration of the catalysts driving the integration of specialized support systems for disability-related issues within medical schools. Our guests discuss the instrumental role of student advocacy groups in elevating the unique needs of students with disabilities and chronic illnesses and the imperative for specialized support.
They also discuss the transformative effects of incorporating specialized Disability Resource Professionals (DRPs) within medical school frameworks. Our guests outline the myriad benefits associated with dedicated DRPs, ranging from heightened student satisfaction to an enriched curriculum that prioritizes disability-related matters with greater awareness and inclusivity.
The guests further examine the strategic advantages inherent in investing in specialized support mechanisms, emphasizing the importance of fostering an inclusive community, eradicating stigmas surrounding disability in medicine, and cultivating a workforce that authentically reflects the diverse fabric of society.
This conversation also confronts the challenges and valuable lessons learned from the implementation of specialized support programs. Our guests offer candid reflections on navigating transitions from external disability services to an in-house DRP, overcoming logistical obstacles, and garnering essential support from institutional leadership.
Ultimately, this episode serves as a testament to the critical significance of specialized support for disability within medical education. It underscores the necessity of embracing inclusive practices, championing diversity and inclusion, and creating an environment where all students can thrive equitably.
Bios
Sharad Jain, MD is Professor of Medicine and Associate Dean for Students at the UC Davis School of Medicine. Dr. Jain completed medical school and residency in internal medicine at UCSF, where he was on faculty for several years.  Prior to coming to UC Davis, Dr Jain served as the residency director of the UCSF/SFGH Primary Care Medicine Residency Program where he focused on training primary care leaders in the care of vulnerable populations. At UC Davis, he focuses on supporting students from diverse backgrounds to excel in medical school through academic advising, wellness initiatives, career decision-making, community building, and ensuring a respectful learning environment. He practices general internal medicine at the Sacramento County Health Center, an FQHC affiliated with UC Davis.
Dr. Erick Hung is a Professor of Clinical Psychiatry in the UCSF Department of Psychiatry and Behavioral Sciences and is a member of the UCSF Academy of Medical Educators. He is the Associate Dean for Students in the UCSF School of Medicine. Prior to joining the Dean's team, he served as the Program Director of the Adult Psychiatry Residency Training Program from 2012-2022 and the Director of Curricular Affairs for GME for the UCSF School of Medicine from 2015-2022. He completed his medical school, psychiatry residency, and forensic psychiatry fellowship training at the University of California, San Francisco and joined the faculty at UCSF in 2009. He actively teaches in the areas of risk assessment, medical education, forensic psychiatry, leadership, and ethics. His interests include primary care and mental health integration, the interface between m

Interviewees: Drs. Megan Brown and Jo Hartland
Interviewer: Dr. Lisa Meeks
Description: 
In this episode, podcast co-host Lisa Meeks had the privilege of hearing from Drs. Megan Brown and Jo Harland,  two UK physicians with disabilities, who collaborated on a thought-provoking poem critiquing disability inclusion in the medical field. 
In this poem reading, Drs. Brown and Hartland challenge the narrative of "overcoming" and "inspiration porn" often associated with disabled individuals. They emphasize the importance of embracing one's true identity and resisting the pressure to conform to societal expectations. Reminding us that disabled individuals should not have to prove their worth above others and deserve to be valued for who they are.
The poem also highlights the ongoing struggle faced by disabled healthcare professionals in securing necessary accommodations in their work environments. It sheds light on the burden placed on individuals to constantly fight for their needs and the importance of organizations recognizing and addressing these challenges. 
Listeners will gain deeper insights into the experiences of disabled healthcare professionals and the critical issues surrounding disability inclusion in the medical field. 
 
Bios: 
Dr Megan Brown is a Senior Research Associate in Medical Education at Newcastle University, in the School of Medicine, in the UK. She trained as a doctor, but decided to leave practice and has subsequently pursued medical education research. She is multiply disabled – she uses a walking stick, and is neurodivergent. Megan’s research has focused on issues relating to the clinical education workforce within the UK, and equality, diversity, and inclusion within this workforce across the spectrum of undergraduate to postgraduate experience. She is a published poet, and is passionate about creative methods of expression and research.
Dr Jo Hartland (they/them) qualified from Cardiff University in 2013 and left NHS clinical work in 2018. They have worked at the University of Bristol Medical School since 2018, and are the current School Deputy Education Director for Student Equity Diversity and Inclusion. Their teaching focuses on the integration of marginalised people’s voices in healthcare curriculums, and empowering students to be agents of change in the face of health inequity. They sit on the executive board of the UK Medical Schools Council EDI Alliance, with a focus on LGBTQ+ inclusion and reasonable adjustments for disability. Their research interests lie in the intersection of professionalism and how this can act as a gatekeeping device for marginalised communities accessing healthcare careers. Outside of their university work Jo is a queer health activist and lead author of the GLADD UK Charter on So-Called LGBTQ+ ‘Conversion Therapy’. In 2022 they received the NHS England LGBTQ+ Health Advisor Award and Attitude magazine’s 2023 Pride Award.
Transcript
Keywords: 
World Poetry Day
UNESCO
Medical Education
General Medical Council
Equality
Disability inclusion
Medical School
LGBTQ+
Conversion therapy
Disability community
Ableism
Reasonable adjustments
Equality Act
Trauma
Joy
Resilience
Advocacy
Policies
Documents
Produced by: Gabe Abrams and Lisa Meeks 
Audio editor: Jacob Feeman
Digital Media: Katie Sullivan