Changes in services for students with learning disabilities in U.S. and Canadian medical schools, 1991 to 1997.

PURPOSE: To determine the changes between 1991 and 1997 in the admission policies of and services offered by U.S. and Canadian medical schools to students with learning disabilities.

METHOD: Between June 1 and August 31, 1997, the author surveyed 144 medical schools in the United States and Canada regarding their services and programs for learning-disabled medical students. The questionnaire was the same one as used in a 1991 study.

RESULTS

Of the medical schools contacted, 106 responded (one Canadian school sent a letter but did not complete the questionnaire). Ninety-four of 96 U.S. schools and seven of the remaining nine Canadian schools said that they accept students with learning disabilities. All of the respondents that accept such students claimed to make some academic accommodations. Most indicated that they would administer non-standard (e.g., untimed) licensing examinations, and many reported that their affiliated postgraduate medical training programs would also make appropriate accommodations for students with learning disabilities.

CONCLUSION

When compared with the results from the 1991 survey, the new data suggest that medical schools have improved their services for learning-disabled students in response to the Americans with Disabilities Act.