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Dr. Nichole Taylor, Assistant Dean of Student Affairs at Wake Forest School of Medicine, and former Associate Anesthesiology Residency Program Director at Wake Forest Baptist Medical Center. As a physician living with Multiple Sclerosis, she shifted her career from clinical practice to advocacy, advising, teaching, and administration. She has over a decade of experience supervising residents and mentoring medical students in career planning, specialty selection, and residency application. Through her knowledge of both Undergraduate Medical Education (UME) and Graduate Medical Education (GME), she is experienced in assisting all students in a smooth transition from UME to GME. She is the co-author of 4 recent book chapters in Disability as Diversity (2020, Springer Publishing Company) and Disability as Diversity: A Case Studies Companion Guide (2020, Springer Publishing Company). She recently co-authored a publication entitled, Realizing a Diverse and Inclusive Workforce: Equal Access for Residents with Disabilities in the Journal of Graduate Medical Education, Oct. 2019. She is an advocate for diversity, inclusion, and awareness of disability in the realm of health science and medical education.
Dr. Swenor is an epidemiologist and Associate Professor at the Johns Hopkins School of Medicine and the Johns Hopkins Bloomberg School of Public Health. She is also the Director of the Johns Hopkins Disability Health Research Center, which aims to maximize the health, equity, and participation of people with all types of disabilities. This Center connects trainees, staff, and faculty across Johns Hopkins University to partnering institutions and stakeholders in order to increase disability inclusion and create innovative solutions that address long-standing disability inequities. Her work is fueled by her personal experience with visual impairment, a perspective that guides her research and career.
Dr. Diekman is Chief Resident at Johns Hopkins School of Public Health in the specialty of occupational and environmental medicine in the Department of Environmental Health and Engineering, and concurrently an MPH candidate in the Johns Hopkins Bloomberg School of Public Health with a concentration in biostatistics and epidemiology (graduation expected spring 2022). Dr. Diekman is passionate about the health of healthcare workers, public health, epidemiology, bioethics, civil rights, and workplace determinates of health. Immediately prior to residency at Johns Hopkins she graduated magna cum laude (top 8% of her class) from law school (May 2020). During law school she was active as a national level moot court team member, a representative to the Florida Association of Women Lawyers, the president of the school’s ACLU chapter, a board member of the Central Florida ACLU, a legal intern for the NAACP, a legal intern at MMTC (civil rights), a student liaison for the Ethics Section of the American Public Health Association, and a speaker at national conferences, including for the American College of Legal Medicine. Dr. Diekman researches workplace equity and safety. She serves on serval national committees: the American Bar Association Science and Technology Law Section: Member, Membership and Diversity Committee, the American College of Legal Medicine(ACLM) Annual Conference, ACLM Inaugural Programing Committee(Chair), and Education Committees (Chair of student posters). She has participated in policy drafting and advocacy in the area of civil rights, healthcare access, and public health equity. She has been interviewed and cited as an expert in print articles, television, and podcasts on medico-legal issues, healthcare workers with disabilities, and workplace equity. Her work has been recognized at the national level with the I Stand with Her Award (Honorable Mention), awarded at the 2019 Inaugural Women in Medicine Summit and the Young Leader Poster Award (1st place) at the 61st Annual Conference of the American College of Legal Medicine.
Dr. Grote studied at Oxford and Cambridge universities, and completed a PhD researching gene-environment interactions in Huntington's Disease. She has undertaken postgraduate medical training in Clinical Genetics and Neurology, and has recently been appointed Consultant Neurologist at Chelsea and Westminster Hospital in London. Dr. Grote is also a keen advocate for disabled medical students and doctors, having been profoundly deaf since birth, and the recipient of a cochlear implant.
Dr. Church is a graduate of the University of Vermont College of Medicine. Her pediatrics training was completed at the University of Chicago, focusing on inner city medicine and complex care. She then undertook a combined fellowship in Neonatal-Perinatal Medicine and Developmental Behavioral Paediatrics at Tufts University School of Medicine in Boston.
Dr. Church is currently an Associate Professor in the Department of Paediatrics at the University of Toronto. She is on staff at Sunnybrook Health Sciences Centre as a staff neonatologist and is a consulting developmental behavioral pediatrician at Bloorview Kids Rehab. She is the director of the Neonatal Follow Up Clinic at Sunnybrook Health Sciences Centre. Her interests are in functional outcomes as well as disability.
Diana Cejas, MD, MPH is a pediatric neurologist and writer at the University of North Carolina at Chapel Hill. She obtained her MD at Howard University and a MPH in Maternal and Child Health at the George Washington University prior to completing general pediatrics training in the Tulane – Oschner Pediatric Residency Program and pediatric neurology training at the University of Chicago. Dr. Cejas is faculty of the Carolina Institute for Developmental Disabilities. Through her clinical work and research, she cares for children and young adults with a broad spectrum of neurodevelopmental conditions.
After experiencing a critical illness during her residency training, Dr. Cejas has devoted much of her career to improving communication between healthcare providers and the disability community, particularly young disabled patients of color. She shares her own story and other commentary on disability and health topics via essays, Op-Eds, and other works of creative nonfiction. Her work has appeared or is forthcoming in medical journals including The Journal of the American Medical Association and Neurology, literary magazines including The Iowa Review, Catapult, and Passages North, and popular press including HelloGiggles, Health, and STAT, among others. She is currently working on a collection of essays that describe her life as both physician and patient.
Dr. Zoe Warczak is a resident physician in pediatrics at the University of Massachusetts/Baystate Children's Hospital. She completed her M.D. and an M.S. in health professions education at the University of Rochester. While a medical student, she co-founded a national organization to improve accessibility in medical education, and led a discussion series at her medical school focused on student and physician self-disclosure of "invisible disabilities" such as depression, post-traumatic stress disorder, and developmental disabilities. She is especially interested in the intersection between disability and other marginalized identities in medical education and patient care settings, as well as educational innovation at the UME and GME levels to ameliorate these disparities.
Justin Bullock MD, MPH is a second year resident in internal medicine at the University of California, San Francisco, where he also attended medical school. He completed his undergraduate studies at the Massachusetts Institute of Technology in Chemical-Biological Engineering, where he was also a collegiate athlete.
Justin has a deep interest in many aspects of medical education including assessment, equity and mental health. As a person living with bipolar disorder, Justin is passionate about destigmatizing mental illness among healthcare professionals. He has written and spoken about his experience being a trainee with a mental illness. Of recent, Justin has taken a particular interest in the accommodations and fitness for duty processes for trainees, both of which often show profound bias against trainees with mental illness.
Claudia I. Martinez is PGY-1 at McGovern Medical School at UTHealth. She is the first person in her family to graduate college and is currently pursuing a residency in Physical Medicine & Rehabilitation.
With her unique background, she strives to bridge the gap between patient and doctor as she has been a patient throughout her undergraduate and medical school career. Undergoing several brain surgeries, living off a feeding tube and central line, suffering a stroke that initially left her unable to function from the neck down, she knows first hand what it is like to be a patient. Her goal as a physician is to advocate, empower and provide for her patients during their hospitalization, but more importantly beyond the doors of the hospital and improve medical training for those living with health conditions.
As a first generation college student with disabilities from a humble upbringing, Dr. Stacy Jones (she/her) experienced firsthand how traditional medical education was not built to recognize and value trainees encountering challenging life circumstances. She recognizes the work of disabled advocates and the support of peers and mentors as key to her success. Dr. Jones is committed to “paying it forward” by creating strong communities that organize for institutional change.
Dr. Jones was the Research Assistant for the AAMC/UCSF national study of the lived experiences of physicians and medical trainees with disabilities, “Learners & Physicians with Disabilities: Accessibility, Action, and Inclusion in Medical Education”. Passionate about visibility and peer support, she worked with peers to establish a student disability alliance across all Harvard schools, and a national student coalition for accessibility in the health sciences. She also collaborated with peers, faculty and administrators on various initiatives to strengthen academic and mental health support for Harvard Medical and Dental Students, most notably leading a successful effort to recruit and hire HMS/HSDM’s first full-time Director or Disability Services.
Dr. Jones is pursuing residency in Physical Medicine & Rehabilitation.
Dr. Tolchin is a physiatrist with subspecialty training in neuromuscular disease and palliative care. Her longstanding commitment to improving healthcare for people with disabilities though enhanced medical education is driven by both personal and professional experiences. Dr. Tolchin serves as mentor and career advisor for medical students and residents. She is the Director of Medical Student Education for the Harvard Medical School Department of PM&R and faculty advisor for the HMS Disabilities in Medicine and Dentistry Working Group.
Dr. Oluwaferanmi Okanlami (aka "Dr. O") is an Assistant Professor of Family Medicine, Physical Medicine & Rehabilitation, and Urology at Michigan Medicine, and the Interim Director of Services for Students with Disabilities (SSD) as well as the Director of Adaptive Sports & Fitness within the Division of Student Life at the University of Michigan. He is the Spokesperson for Guardian Life in their Equal & Able partnership, demonstrating that disability is not inability, and serves as the Disability Issues Representation on the AAMC's Group on Diversity and Inclusion Steering Committee.
Shelby Acteson is currently the Associate Director of Harvard's University Disability Resources (UDR), a central role where she provides guidance and resources for students with disabilities and the disability services coordinators at each of Harvard's schools. In projects specific to health sciences, she has served as interim disability services director for medical and dental students while leading the recruitment of a full-time director of disability services for the School of Medicine and the School of Dental Medicine, developed Technical Standards for the School of Dental Medicine, and is leading an effort to integrate Universal Design principles in research labs to increase retention of students with disabilities in science education. Previously as the Director of the Office for Student Access at Oregon Health and Science University, Shelby managed accommodations and learning support in the classroom and clinical environments for medical, dental, nursing, public health and graduate research students with disabilities.