Formation of an accessible environment for medical education of persons with disabilities: the experience of the RUMC and the development of the Atlas of Medical Professions

Introduction. In recent years, significant steps have been taken in our country towards the development of inclusive education, including in medical schools. At the same time, issues of overcoming infrastructural, methodological and psychologicalbarriers remain unresolved. The experience of the resource educational and methodological center for training individuals with disabilities and limited health opportunities, support from the state and public organizations aimed at creating an appropriate environment, open up prospects for further optimization of the educational process, improving the quality of training of medical specialists and their successful employment. The purpose of the study: is to demonstrate the role and practical developments of the Resource Center in ensuring the availability of medical education for individuals with disabilities. Research objectives: to present the «Atlas of medical professions available for mastering by individuals with special educational needs, taking into account impaired body functions and providing the greatest opportunity to be in demand in the modern labor market» developed by the Resource Center as a tool for career guidance and career planning, to reveal approaches to the adaptation of curricula and infrastructure, and to outline the prospects for further development of an inclusive educational environment in the healthcare system. Materials and methods. An anonymous survey was conducted among forty-five medical universities in Russia to assess the level of satisfaction with the learning environment and extracurricular opportunities. A total of 1,832 questionnaires with an average age of 20.6 years were analyzed. The survey participants were students with various disabilities. The questionnaire included 32 questions aimed at identifying the profile of respondents, their learning difficulties, needs for technical and psychological support, as well as the level of satisfaction with the learning environment and involvement in extracurricular activities. Results. Based on the analysis of the questionnaire, areas for improving the inclusive educational environment, developing adapted programs and introducing innovative approaches, such as the Atlas of Medical Professions, were proposed. Conclusion. Inclusion in the educational process allows us to form a medical workforce that better understands the needs of various patient groups, including those with disabilities. This strengthens the human dimension of medicine and helps improve the quality of medical care. Equal educational opportunities for persons with disabilities are not only a social responsibility, but also a tool that allows us to create modern, inclusive and human-oriented healthcare.

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