Please share my new CFP in your networks. Text copied below and link to CFP
Thanks, Michael Jeffress
Call for Chapter Proposals
Working Title: Prescribing change for medical school pedagogy,
assessment, accessibility and inclusion
Editor/Publisher: Michael S. Jeffress, lead editor of The Palgrave
Handbook of Disability and Communication (2023) and editor of three
volumes in Routledge’s Interdisciplinary Disability Studies Series. One or
more co-editors may join the project. Will be published by an international
academic press with options for open-access, and chapters will be subject
to peer-review process.
Background/Rationale: As a disability studies scholar who is also a
medical school counselor, I am troubled by the institutional barriers to
accessibility within medical school and residency programs. Students with
disabilities are marginalized when it comes to medical school admissions
and programs of study. Those with hidden disabilities who do find a seat
often fear bias and discrimination if they self-disclose. Those who do
submit requests for “reasonable accommodations” may be surprised to
discover an impersonal process and receive a terse rejection notice without
any explanation beyond, “Your request for accommodation has been
denied.” Consequently, many highly capable students with disabilities, who
could unquestionably perform the duties of any number of careers in
medicine with only a few, if any, adjustments to how, when, or where they
do the work—none of which would compromise any aspect of patient care or
the quality of work performed, instead are denied the opportunity to pursue
their dream career, and society will never benefit from the meaningful
contributions to the field of medicine these individuals would have made.
The institutional barriers to accessibility that need to be challenged
include a pedagogy that relies heavily on long days of lectures often tied
to stringent mandatory lecture attendance policies, the rigid adherence to
multiple-choice questions on standardized written exams as the primary form
of assessment, and a paradigm for medical school that requires all students
to pass all the same technical standards. These barriers are reinforced by
a discriminatory mindset that easily grows and festers among people who
find themselves part of an exclusive club and alumni and members of elite
academic institutions and professional associations in which tradition is
sacrosanct and economic incentives abound for maintaining the status quo.
The problem is exacerbated by the fact that medical schools in the U.S.
have an abysmal acceptance rate of less than 6%, and those in Canada and
Western Europe are not much better with rates less than 20%. This leads
thousands of students annually to look to offshore, for-profit medical
schools, and these schools have perhaps even less motivation to prioritize
accessibility because they operate outside the purview of ADA.
At a time when the ideals of “diversity, equity, and inclusion” have
become pervasive in higher education, when pedagogical research and best
practices are calling for more engagement with active learning and
multimodal forms of assessment, and when Universal Design for Learning and
other efforts to create accessibility and inclusivity in the classroom are
being widely promoted and shown to benefit all students—not just those with
disabilities, it is time to call for a paradigm change in medical school
education and assessment.
Targeted Proposals: The volume will be multi-/interdisciplinary and
embrace varied theoretical and methodological approaches, so contributors
from any relevant academic discipline are welcome. Targeted approaches
include, but are not limited to:
Submissions are especially encouraged from scholars in medical sciences,
pre-med STEM fields, public health, disability studies, and education, as
well as from current medical students, residents, and faculty and those
employed as healthcare professionals or medical researchers. Highly desired
are submissions from any of the above who either navigated medical school
with a disability or became disabled while practicing in the medical field.
Submission guidelines: Please submit the following items by e-mail to Dr.
Jeffress by 10/15/2023 at firstname.lastname@example.org with the subject line
“Medical School Book CFP”:
Michael S. Jeffress, Ph.D.
Medical University of the Americas
Appt. booking: https://www.calendly.com/drjeffress
Following up in hopes of receiving a reply.
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