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Margaret Stineman

Publications and source records attributed to Margaret Stineman.

4 recordsLinked to original sources

Response to "Metrics of rehabilitation research capacity": within and beyond our borders.

This commentary responds to Dr. Allen Heinemann's paper on "Metrics of Rehabilitation Research Capacity." We follow his outline. Because Dr. Heinemann focuses primarily on training capacity, we take a panoramic view addressing the balance between training new researchers and the support of established investigators. We explore challenges, barriers, and solutions to enhancing research capacity in rehabilitation within contexts of the larger scientific enterprise. Our main premise is that the best way to build a strong and sustainable research capacity in the United States is to study and adopt component strategies developed by other medical disciplines and other nations. We propose a model referred to as the "dynamic cycle of research capacity-building" by adapting a framework for studying the eradication of infectious diseases in developing countries to concepts of disability recovery. The concept of career mapping is proposed as a means to measure research productivity among faculty according to "standardized" academic tracks with different balance among research, educational, and clinical activities. The first and most important step in building rehabilitation capacity is developing an understanding of and belief in the mission and the need for research to support it.

Education, Medical, Graduate↗

Reasonable accommodations for medical faculty with disabilities.

An unknown number of medical school faculty have disabilities, and their experiences have generally escaped notice and scrutiny. Although most medical schools offer long-term insurance and extended leaves of absence for disability, relatively few have policies explicitly addressing accommodations for faculty with disabilities as they perform teaching, research, and clinical duties. We discuss accommodating active medical school faculty with disabilities, drawing on University of Pennsylvania School of Medicine initiatives exploring the concerns of faculty with sensory and physical disabilities. Anecdotal reports suggest that many faculty, fearing reprisals, resist seeking job accommodations such as those mandated in the 1990 Americans with Disabilities Act (ADA). Although some faculty with disabilities have found supportive academic mentors, others report that lax institutional enforcement of ADA requirements, including physical access problems, demonstrates a tepid commitment to disabled staff. Potentially useful job accommodations include adjusting timelines for promotion decisions; reassessing promotions requirements that inherently require extensive travel; improving physical access to teaching, research, and clinical sites; and modifying clinical and teaching schedules. Faculty with disabilities bring identical intellectual and collegial benefits to medical schools as their nondisabled counterparts. In addition, they may offer special insights into how chronic illness and impairments affect daily life.

Architectural Accessibility↗

Accommodating medical school faculty with disabilities.

More than ten years have passed since the Americans with Disabilities Act (ADA) mandated that all employers provide "reasonable accommodations" for employees with disabilities. This mandate applies to medical schools, but no systematic information is available to assess the accommodations provided to medical school faculty with disabilities. This Issue Brief summarizes anecdotal evidence from several medical schools about the experiences of faculty with disabilities, and the barriers they face in establishing and maintaining their careers. It also recommends practical steps medical schools can take to provide a welcoming and accessible academic medical environment.

Architectural Accessibility↗