Protocol for the 2023 CERA General Membership Survey.

Introduction: CERA, the Council of Academic Family Medicine (CAFM) Educational Research Alliance, represents a unique collaboration between family medicine organizations, conducting annual surveys of distinct groups within family medicine. CERA's mission is to support family medicine educational research. This paper presents the methods and demographic results of the 2023 General Membership Survey. Methods: CERA's call for proposals for the annual General Membership Survey opened from June 2023 to July 2023. We received 16 proposals, and after a peer review process, five topics were accepted. Each author was assigned a research mentor. Because all the accepted proposals targeted physicians, the survey was distributed to select members of the CAFM organizations via SurveyMonkey from November 20, 2023 through December 22, 2023. We used χ2 and Fisher's exact tests for analysis. Results: The final pool size was 3,598. Eight-hundred thirty-three members completed the survey, for a response rate of 23.2% (833/3,598). Demographic data of potential survey respondents were compared with data of actual respondents. There were no significant differences in gender, location and underrepresented in medicine status. Actual survey respondents were slightly older, less likely Asian, and more likely to have a doctor of medicine (MD) or combined doctorate degree compared to potential survey respondents. Conclusion: This paper describes the methods of the 2023 CERA General Membership Survey. The 2023 survey focused on active physicians. The demographics of the survey respondents differed slightly from potential respondents. Authors of the five accepted survey topics are responsible for publishing their study findings.

Are Medical Students Adequately Trained to Care for Persons With Disabilities?

Background and Objectives: Insufficient provider training contributes to health care disparities for 61 million Americans with disabilities.2,4 This study examines medical students' perceptions of their disability training and the perceived effect training has on students' preparedness to care for people with disabilities (PWD) in future practice. Methods: Principles of the Core Competencies on Disability for Health Care Education5 generated 10 questions. The questions were included in a survey conducted by the Council of Academic Family Medicine Educational Research Alliance (CERA) and sent to medical student members of the American Academy of Family Physicians (AAFP). We compared responses using unadjusted χ2 tests. Results: One hundred forty-seven surveys were returned, with 126 used for this analysis; 36% of students reported that their medical training provided them with the knowledge necessary to provide high-quality, comprehensive health care for PWD in their future practice and 97.6% agreed or strongly agreed that they needed to learn more. Six of the curricular exposures demonstrating variations of the health care needs of PWD were associated with higher percentages of medical students agreeing they are trained to perform high-quality health care for PWD in future practice. Conclusion: Medical students continue to report deficiencies in training, knowledge, and preparedness to care for PWD. Based on the Core Competencies framework, we have identified six curricular exposures that increase readiness to care for PWD. Therefore, we recommend the Liaison Committee on Medical Education formally integrate requirements for disability training in the standards of accreditation.7.

Call to Action: Eliminate Barriers Faced by Medical Students With Disabilities.

When physicians have a disability or chronic condition, they can offer deeper insight and ability into managing the needs of patients with similar conditions. Yet an alarming 2021 survey found that only 40.7% of physicians feel confident that they provide the same level of care to people with disabilities (PWD) as those without. This may contribute to troubling health care disparities for the over 61 million Americans living with disabilities. In a recent report, The American Medical Association (AMA) recognized that increased concordance between patients and physicians with disabilities is key to resolving health care inequities for PWD, yet although 1 in 5 patients reports a disability, only 1 in 33 physicians identifies as such. This is because prospective medical students with disabilities face many barriers in medical education and practice. We call for specific changes to medical school admission processes and curricula to promote a more just and diverse workforce which includes more physicians with disabilities.