Number
511
Name
Medical Students With Disabilities: Stigma, Accessibility, and Burnout
Date & Time
Sunday, June 7, 2026, 5:30 PM - 7:00 PM
Location Name
Oglethorpe Ballroom
Speakers
Authors
Zachary Himmelberger, Motivate Lab
Mark Speicher, American Association of Colleges of Osteopathic Medicine
Yoi Tibbetts, University of Virginia
Lee Francis, Motivate Lab
Kenneth Barron, James Madison University
Chris Hulleman, University of Virginia
Presentation Topic(s)
Other
Description
PURPOSE
Students with disabilities or chronic health problems often face unique
challenges as they pursue their medical education. Many medical schools
provide specific support and accommodations for these students, but stigma
may prevent students from accessing the provided support, even if doing so is
necessary to increase the accessibility of their medical education. The
combination of stigma and additional barriers accessing their education may
lead to increased burnout for these students. This study investigated the
challenges students with disabilities faced with accessing their
undergraduate medical education, comfort talking about their disability, and
prevalence of burnout.
METHODS
We surveyed all graduating osteopathic medical students in the class of
2024 about their disability status, difficulty accessing medical education
due to disability, comfort discussing disability or condition with others at
their institution, and burnout.
RESULTS
A total of 189 respondents (6% of the full sample) identified as having a
disability. Of these students, 66% said that they encountered difficulties
assessing their medical education because of their disability. These students
generally felt uncomfortable speaking about their disability or condition,
with only 32% reporting feeling fairly or completely comfortable. Finally,
students with disabilities were significantly more likely to experience
burnout than their peers without a disability, 49% v. 32% (?²(1)= 22.138, p
< 0.001). A qualitative analysis revealed that concerns about the
usefulness of accommodations and fear of stigma were reasons for not taking
advantage of institutional resources.
CONCLUSIONS
Osteopathic medical students with disabilities face substantial access
barriers, discomfort disclosing their condition, and elevated burnout. Stigma
not only limits students’ use of accommodations but also constrains
opportunities for peers and future physicians to learn from colleagues with
disabilities, potentially perpetuating health inequities for patients with
disabilities. Efforts to reduce stigma and normalize support-seeking are
needed to promote equitable learning environments.
Students with disabilities or chronic health problems often face unique
challenges as they pursue their medical education. Many medical schools
provide specific support and accommodations for these students, but stigma
may prevent students from accessing the provided support, even if doing so is
necessary to increase the accessibility of their medical education. The
combination of stigma and additional barriers accessing their education may
lead to increased burnout for these students. This study investigated the
challenges students with disabilities faced with accessing their
undergraduate medical education, comfort talking about their disability, and
prevalence of burnout.
METHODS
We surveyed all graduating osteopathic medical students in the class of
2024 about their disability status, difficulty accessing medical education
due to disability, comfort discussing disability or condition with others at
their institution, and burnout.
RESULTS
A total of 189 respondents (6% of the full sample) identified as having a
disability. Of these students, 66% said that they encountered difficulties
assessing their medical education because of their disability. These students
generally felt uncomfortable speaking about their disability or condition,
with only 32% reporting feeling fairly or completely comfortable. Finally,
students with disabilities were significantly more likely to experience
burnout than their peers without a disability, 49% v. 32% (?²(1)= 22.138, p
< 0.001). A qualitative analysis revealed that concerns about the
usefulness of accommodations and fear of stigma were reasons for not taking
advantage of institutional resources.
CONCLUSIONS
Osteopathic medical students with disabilities face substantial access
barriers, discomfort disclosing their condition, and elevated burnout. Stigma
not only limits students’ use of accommodations but also constrains
opportunities for peers and future physicians to learn from colleagues with
disabilities, potentially perpetuating health inequities for patients with
disabilities. Efforts to reduce stigma and normalize support-seeking are
needed to promote equitable learning environments.