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Technical Standards and Deaf and Hard of Hearing Medical School Applicants and Students: Interrogating Sensory Capacity and Practice Capacity

Overview of attention for article published in AMA Journal of Ethics, October 2016
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25 tweeters
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3 Facebook pages

Citations

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6 Dimensions

Readers on

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18 Mendeley
Title
Technical Standards and Deaf and Hard of Hearing Medical School Applicants and Students: Interrogating Sensory Capacity and Practice Capacity
Published in
AMA Journal of Ethics, October 2016
DOI 10.1001/journalofethics.2016.18.10.sect1-1610
Pubmed ID
Abstract

Applicants to medical schools who are deaf and hard of hearing (DHoH) or who have other disabilities face significant barriers to medical school admission. One commonly cited barrier to admission is medical schools' technical standards (TS) for admission, advancement, and graduation. Ethical values of diversity and equity support altering the technical standards to be more inclusive of people with disabilities. Incorporating these values into admissions, advancement, and graduation considerations for DHoH and other students with disabilities can contribute to the physician workforce being more representative of the diverse patients it serves and better able to care for them.

Twitter Demographics

The data shown below were collected from the profiles of 25 tweeters who shared this research output. Click here to find out more about how the information was compiled.

Mendeley readers

The data shown below were compiled from readership statistics for 18 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 18 100%

Demographic breakdown

Readers by professional status Count As %
Student > Bachelor 4 22%
Student > Ph. D. Student 3 17%
Professor 3 17%
Student > Doctoral Student 2 11%
Librarian 1 6%
Other 3 17%
Unknown 2 11%
Readers by discipline Count As %
Medicine and Dentistry 8 44%
Nursing and Health Professions 2 11%
Psychology 1 6%
Philosophy 1 6%
Unknown 6 33%