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00:00:00 – 01:02:04
The video discusses a three-part webinar series by Lisa Meeks from the Docs with Disabilities initiative, aimed at helping DRPs and Medical School faculty navigate accommodation requests for students with disabilities. Important points include understanding USMLE exam structures, accommodations, registering processes, and changes to Step 1 and Step 2 CK scoring. Emphasis is placed on initiating accommodation requests early and providing necessary resources. Key topics cover NBME accommodation processes, documentation review, requested accommodations, multi-day testing, assistive technology, and supporting students through the process. The importance of receiving accommodations on high-stakes exams, providing accessibility, and further webinars is highlighted. It is crucial for students to know USMLE exam requirements, formats, and contents. Overall, the video stresses assistance, partnerships within institutions, and feedback for improving future resources.
00:00:00
In this segment of the video, Lisa Meeks, the executive director of the Docs with Disabilities initiative, discusses a three-part webinar series aiming to assist DRPs and Medical School faculty in navigating the accommodation request process for students with disabilities. She highlights the success they had in obtaining accommodations at the University of California San Francisco, emphasizing the importance of dedicated time, support from the institution, and financial assistance for testing and assessment. The updated guide, co-authored by various presenters, is introduced, with an emphasis on inclusivity and equity in providing support for students with disabilities. Additionally, a disclaimer is provided that the team does not represent the NBME, the official arbiter for accommodation decisions on USMLE exams. An equity statement is shared, addressing concerns about disparities existing prior to students entering Medical Education and advocating for specialized support systems to ensure equal access and reduce burdens on students with disabilities.
00:10:00
In this segment of the video, the focus is on understanding the structure of the USMLE exams and the common accommodations used. It discusses the structure and format of the Step One and Step Two CK exams, including the number of blocks, time frame, and the types of questions. The importance of familiarizing students with the exam tutorial and testing audio and media interfaces before the exam is emphasized, especially for students requiring accommodations for images or audio clips. The process of registering for exams, submitting accommodation requests, the need to pay the registration fee upfront, and timelines for accommodation request responses are highlighted. Additionally, guidance is provided for scheduling exams, particularly for students requiring accommodations, who may need to call instead of scheduling online to access additional testing options. Finally, the importance of informing students about the process and timing of accommodation requests and scheduling exams is underlined to help DRPs assist students effectively.
00:20:00
In this segment of the video, key points covered include changes in the scoring of Step 1 and Step 2 CK exams, with Step 1 now being reported as pass/fail only. There is a focus on the importance of planning accommodations and how not requesting them may impact future exams. The guide discussed provides a roadmap for students and disability resource professionals (DRPs) to navigate the process of requesting accommodations for the USMLE exams. It emphasizes the importance of starting the process early, understanding documentation requirements, and advocating for necessary resources. The guide also includes templates, timelines, and checklists to help all stakeholders through the process effectively.
00:30:00
In this segment of the video, the importance of students being aware of the NBME accommodation process is highlighted. Key points for disability resource providers (DRPs) include carefully reviewing documentation completed by qualified professionals, ensuring recent documentation for certain disabilities, considering the quality and comprehensiveness of the documentation, and using appropriate assessment tools for diagnosis. The NBME requires proof of prior accommodations, including during medical school or earlier education, and specific documentation like certification of prior test accommodations and the request for test accommodations form. The video also addresses misconceptions about eligibility for accommodations for students with new diagnoses and emphasizes the need for detailed descriptions of disorders and functional limitations when requesting accommodations. Supporting documentation from advisors, professors, employers, and historical information may strengthen accommodation requests. The most commonly requested accommodations on USMLE Step exams include extended testing time, additional break time, and shortened test sections.
00:40:00
In this segment of the video, key points include:
– Students can request multi-day testing accommodations.
– Assistive technology like speech-to-text or screen magnifying software can be utilized with proficiency demonstrated.
– Personal item exemptions are available for certain items without prior approval from NBME.
– The importance of supporting students through the accommodation process is highlighted, with a high success rate at DGSOM.
– Upcoming webinars on supporting providers and assisting students in writing personal statements are mentioned.
– Resources provided by the AIM program are free and accessible.
– Students can take a practice exam at Prometric Centers for $75.
– There may be variations in testing conditions and interfaces among Prometric Centers.
– Utilizing available funds and creating fundraising opportunities for accommodations is suggested.
– The interchangeability of accommodation decisions between NBME and MB is questioned.
00:50:00
In this part of the video, the speakers discuss the importance of receiving accommodations on high-stakes exams like the NBME and the process of documenting and supporting these accommodations. They also address reducing the burden on students without specialized DRPs at medical schools, suggesting resources and ideas to help. Recommendations include being informed on the process, creating partnerships within institutions, providing workshops or regional support groups, and ensuring accessibility for students with disabilities, such as those who are deaf or hard of hearing during exams. There are insights shared on specific accommodation needs and the importance of specific requests for accommodations to be met. The speakers also mention the need for further webinars to address the questions and concerns of the audience.
01:00:00
In this segment, the key points include the importance of students being aware of the requirements for USMLE exams including knowing the format and content to avoid uncertainty. The video mentions gratitude to the panelists for creating content, updating a guide, and making a book available for free download. They encourage feedback through a survey to improve future webinars and resources while emphasizing their commitment to assisting students effectively.