Reflecting on AMEE 2024: Advancing Disability Equity in Health Professions Education
This is a guest post by ACGME DEI Communications Liaison Allison Simpson, MA, who attended AMEE 2024 to co-present a workshop on Advancing Disability Equity and Addressing Ableism in Medical and Health Professions Education with colleagues from the ACGME and the Docs With Disabilities Initiative (DWDI). The ACGME and DWDI together received a 2024 Macy Catalyst Award that will support development of a forthcoming multimedia resource on disability in health education.
Attending the 2024 AMEE Conference was an inspiring experience. As someone deeply involved in diversity, equity, and inclusion (DEI) work, this event provided a unique opportunity to connect with professionals from around the world and engage in important conversations about the future of health professions education.
The AMEE Conference, hosted by the International Association for Health Professions Education, brought together more than 4,000 participants from 108 countries. This year's theme, Develop Your Educational Career: Connect, Grow, and Inspire, fostered an atmosphere of collective learning and growth, with sessions focused on engaging with existing knowledge to guide practice, generating new insights, and reflecting on the impact of our work on learners, patients, and society.
Why Disability Equity Matters in Health Professions Education
One of the highlights of attending this conference for me was co-presenting a workshop titled Advancing Disability Equity and Addressing Ableism in Medical and Health Professions Education with Drs. Justin Bullock, Tonya Fancher, Lisa Meeks, and Pilar Ortega. This workshop focused on the critical topics of disability inclusion and ableism in health professions education.
The workshop session was at full capacity, with around 50 participants from an array of specialties and areas of health care education and representing various parts of the world. Together, attendees watched a series of case study videos, followed by small-group and individual exercises focused on examining their own language use. The activities welcomed participants to reflect on how language shapes inclusivity in professional and everyday settings. A highlight of the session was the use of artificial intelligence to reveal the prevalence of ableist language.
Disability is a vital part of diversity, yet ableism—a belief system that devalues individuals with disabilities—continues to create barriers for both learners and faculty members. Although the number of students with disabilities in health professions has grown significantly, entrenched ableist practices affect everything from admissions to classroom dynamics, assessments, and career counseling.
Our workshop was designed to build awareness about how ableism manifests in educational settings, and to offer practical strategies for fostering disability inclusion. Participants engaged in thoughtful discussions and exercises that highlighted the attitudes and structural barriers learners with disabilities face.
Key Takeaways: Breaking Down Ableist Barriers
One of the core messages of the session was the need to proactively address ableism by implementing inclusive practices. This includes:
- Universal Design: Structuring learning environments so they are accessible to everyone, not just those with or without disabilities.
- Proactive Inclusion Planning: Anticipating the needs of learners with disabilities rather than reacting to them on a case-by-case basis.
- Anti-Ableist Practices: Actively dismantling ableist systems by revising policies, creating more inclusive admission processes, and fostering an environment where all learners feel valued and supported.
We also explored the intersectionality of disability with other marginalized identities, such as race and socioeconomic status, which can compound barriers for learners. Participants left the session equipped with practical solutions to implement in their own programs and institutions.
Moving Forward: A Call to Action
As I reflect on my experience at AMEE 2024, I’m reminded that creating inclusive environments in medical education isn’t just about checking a box for diversity. It’s about ensuring that everyone—regardless of ability—can thrive, learn, and contribute meaningfully to the learning environment.
The conversations we had at the conference reaffirmed the importance of continuing to push for systemic change. Health professions educators, leaders, and learners all play a role in dismantling ableism and promoting disability equity. Together, we can create a future where all learners, regardless of ability, are empowered to succeed.
Looking Ahead
In 2025, the ACGME and DWDI will launch the Multi-Media Resource Hub for Disability Inclusion in GME, funded by a Macy Foundation Catalyst Award. The Multi-Media Resource Hub for Disability Inclusion in GME, which will be accessible through the ACGME’s digital learning portal, Learn at ACGME, will offer continuing medical education credits, and is intended to increase the likelihood of residents and fellows receiving reasonable accommodation in their programs and increase overall learner well-being. Resources will include information on topics such as normalizing disability inclusion, creating safe environments for disclosing disabilities, and meeting legal obligations for disability inclusion. Stay tuned for more information as this effort is implemented soon!
Guest blogger Allison Simpson has served as the ACGME’s DEI Communications Liaison since 2022. She is also a mother of two, writer, and pizza enthusiast.