Docs With Disabilities

Interviewees: Emily Green, MD and Kelley Volpe, MD Interviewer: Lisa Meeks, PhD, MA

Description:

In Episode 113, Dr. Lisa Meeks talks with Dr. Emily Green (child psychiatrist, University of Chicago; recent fellow at UIC) and Dr. Kelley Volpe (training director of the Child and Adolescent Psychiatry Fellowship at UIC) about navigating fellowship with ADHD and a learning disability—and how openness, advocacy, and leadership support shaped a successful training experience.

Together, they trace Emily's decision-making during the match, the challenges of transitioning from residency to fellowship (and from student to employee), and the unexpected barriers in GME accommodation processes. They unpack how program leadership stepped in when paperwork stalled, why "temporary vs. chronic" misunderstandings of disability remain a problem, and how centering inclusion ultimately benefited both the trainee and the program.

Listeners will hear advice for residents and fellows (be specific in accommodation requests, know when disclosure matters, embrace authenticity with patients) and for program directors (be proactive with GME, advocate beyond bureaucracy, and create space for trainees to bring their whole selves to medicine).

This episode accompanies the open-access case study From Policy to Practice: Building the Disability Inclusion Infrastructure in Graduate Medical Education (Green & Volpe, Academic Medicine, 2025). Part of the ACGME/DWDI Disability Resource Hub, supported by the Josiah Macy Jr. Foundation Catalyst Award, it's both a roadmap and a reminder that when programs invest in access, everyone wins.

Transcript: https://docs.google.com/document/d/1uhs1zRh2QOWVMgYlEFkxbFY-MJQbiqV_/edit?usp=sharing&ouid=104315301750264632478&rtpof=true&sd=true

Bios:

Kelly Volpe, MD

Dr. Kelley Volpe is the medical director of the Pediatric Stress & Anxiety Disorders Clinic at UI Health. Dr. Volpe currently provides outpatient services that are specialized in the treatment of anxiety disorders, such as generalized anxiety, social anxiety, obsessive compulsive disorder, and selective mutism, in addition to trauma- and stress-related disorders. She is board certified in both General Psychiatry and Child & Adolescent Psychiatry.

Emily Green, MD

Emily is an Assistant Professor of Psychiatry and Behavioral Neuroscience at the University of Chicago. She specializes in pediatric psychiatry and helps children and adolescents who are struggling with mental well-being.

Key Words:

• Disability Inclusion

• Residency

• Fellowship

• ADHD

• Learning Disability

• Psychiatry

• Accommodations

• Program Directors

• Graduate Medical Education (GME)

Produced by: Lisa Meeks

Resources:

Disability Resource Hub: https://dl.acgme.org/pages/disability-resource-hub

Case Studies in Disability Resource Hub: https://dl.acgme.org/pages/disability-resource-hub#case_studies

UME to GME Toolkit:

https://dl.acgme.org/pages/disability-resource-hub-transitions-toolkit-introduction

Policy Toolkit:

https://dl.acgme.org/pages/disability-resource-hub-policy-toolkit

Disability in Graduate Medical Education Program:

https://www.docswithdisabilities.org/digme

Illinois Lend: https://www.illinoislend.org

Case Study: From Policy to Practice: Building the Disability Inclusion Infrastructure in Graduate Medical Education

Interviewees: Emily Green, MD and Kelley Volpe, MD Interviewer: Lisa Meeks, PhD, MA

Description:

In Episode 113, Dr. Lisa Meeks talks with Dr. Emily Green (child psychiatrist, University of Chicago; recent fellow at UIC) and Dr. Kelley Volpe (training director of the Child and Adolescent Psychiatry Fellowship at UIC) about navigating fellowship with ADHD and a learning disability—and how openness, advocacy, and leadership support shaped a successful training experience.

Together, they trace Emily's decision-making during the match, the challenges of transitioning from residency to fellowship (and from student to employee), and the unexpected barriers in GME accommodation processes. They unpack how program leadership stepped in when paperwork stalled, why "temporary vs. chronic" misunderstandings of disability remain a problem, and how centering inclusion ultimately benefited both the trainee and the program.

Listeners will hear advice for residents and fellows (be specific in accommodation requests, know when disclosure matters, embrace authenticity with patients) and for program directors (be proactive with GME, advocate beyond bureaucracy, and create space for trainees to bring their whole selves to medicine).

This episode accompanies the open-access case study From Policy to Practice: Building the Disability Inclusion Infrastructure in Graduate Medical Education (Green & Volpe, Academic Medicine, 2025). Part of the ACGME/DWDI Disability Resource Hub, supported by the Josiah Macy Jr. Foundation Catalyst Award, it's both a roadmap and a reminder that when programs invest in access, everyone wins.

Transcript: https://docs.google.com/document/d/1uhs1zRh2QOWVMgYlEFkxbFY-MJQbiqV_/edit?usp=sharing&ouid=104315301750264632478&rtpof=true&sd=true

Bios: 

Kelly Volpe, MD

Dr. Kelley Volpe is the medical director of the Pediatric Stress & Anxiety Disorders Clinic at UI Health. Dr. Volpe currently provides outpatient services that are specialized in the treatment of anxiety disorders, such as generalized anxiety, social anxiety, obsessive compulsive disorder, and selective mutism, in addition to trauma- and stress-related disorders. She is board certified in both General Psychiatry and Child & Adolescent Psychiatry.

Emily Green, MD

Emily is an Assistant Professor of Psychiatry and Behavioral Neuroscience at the University of Chicago. She specializes in pediatric psychiatry and helps children and adolescents who are struggling with mental well-being.

Key Words:  

• Disability Inclusion

• Residency

• Fellowship

• ADHD

• Learning Disability

• Psychiatry

• Accommodations

• Program Directors

• Graduate Medical Education (GME)

Produced by: Lisa Meeks 

Resources: 

Disability Resource Hub: https://dl.acgme.org/pages/disability-resource-hub

Case Studies in Disability Resource Hub: https://dl.acgme.org/pages/disability-resource-hub#case_studies

UME to GME Toolkit: 

https://dl.acgme.org/pages/disability-resource-hub-transitions-toolkit-introduction

Policy Toolkit: 

https://dl.acgme.org/pages/disability-resource-hub-policy-toolkit

Disability in Graduate Medical Education Program: 

https://www.docswithdisabilities.org/digme

Illinois Lend: https://www.illinoislend.org

Case Study: From Policy to Practice: Building the Disability Inclusion Infrastructure in Graduate Medical Education

Interviewees: Josh Schammel, MD; Brian Inouye, MD; and Becky Stetzer, MD Interviewer: Justin Bullock, MD, MPH

Description:

In this episode, Dr. Justin Bullock talks with Dr. Josh Schammel (chief urology resident at Albany Medical Center), Dr. Brian Inouye (associate program director of urology at Albany Med), and Dr. Becky Stetzer (assistant dean of competency development, Albany Med) about navigating remediation, cognitive disability support, and institutional change in residency training.

Together, they trace Josh's experience entering urology residency off-cycle, the social and educational challenges that followed, and the turning point that came with honest conversations about expectations and support. They explore how leadership reframed remediation from punitive to restorative, how program culture embraced accommodations even without a formal diagnosis, and how outside expertise in competency development reshaped both Josh's trajectory and the program's systems.

Listeners will hear candid reflections on the fear of dismissal, the relief of being given a "do-over" year, and the powerful role of trust and transparency in rebuilding confidence. The team highlights the importance of creating a culture where struggling is not synonymous with failure, but with an opportunity for growth.

This episode accompanies the open-access article A Master Adaptive Learner Approach to Cognitive Disability Support in a U.S. Urology Residency (Stetzer et al., Teaching and Learning in Medicine). Part of the ACGME/DWDI Disability Resource Hub, supported by the Josiah Macy Jr. Foundation Catalyst Award, it's a practical and deeply human guide for residents, faculty, and program leaders working to build equitable clinical learning environments.

Transcript: https://docs.google.com/document/d/1u-qRRgjrB-lOJnQytGy7C7ByxYppdfju/edit?usp=sharing&ouid=104315301750264632478&rtpof=true&sd=true

Key words:

Medical education, cognitive disability, residency, accommodations, program director, GME, GME Policy, Disability, Training, PTSD.

Bios:

Resources:

Disability Resource Hub: https://dl.acgme.org/pages/disability-resource-hub

Case Studies in Disability Resource Hub: https://dl.acgme.org/pages/disability-resource-hub#case_studies

UME to GME Toolkit:

https://dl.acgme.org/pages/disability-resource-hub-transitions-toolkit-introduction

Policy Toolkit:

https://dl.acgme.org/pages/disability-resource-hub-policy-toolkit

Disability in Graduate Medical Education Program:

https://www.docswithdisabilities.org/digme

Link to Case Study: A Master Adaptive Learner Approach to Cognitive Disability Support in a U.S. Urology Residency

https://www.tandfonline.com/doi/10.1080/10401334.2025.2502670?url_ver=Z39.88-2003&rfr_id=ori:rid:crossref.org&rfr_dat=cr_pub%20%200pubmed

Interviewees: Josh Schammel, MD; Brian Inouye, MD; and Becky Stetzer, MD Interviewer: Justin Bullock, MD, MPH

Description:

In this episode, Dr. Justin Bullock talks with Dr. Josh Schammel (chief urology resident at Albany Medical Center), Dr. Brian Inouye (associate program director of urology at Albany Med), and Dr. Becky Stetzer (assistant dean of competency development, Albany Med) about navigating remediation, cognitive disability support, and institutional change in residency training.

Together, they trace Josh's experience entering urology residency off-cycle, the social and educational challenges that followed, and the turning point that came with honest conversations about expectations and support. They explore how leadership reframed remediation from punitive to restorative, how program culture embraced accommodations even without a formal diagnosis, and how outside expertise in competency development reshaped both Josh's trajectory and the program's systems.

Listeners will hear candid reflections on the fear of dismissal, the relief of being given a "do-over" year, and the powerful role of trust and transparency in rebuilding confidence. The team highlights the importance of creating a culture where struggling is not synonymous with failure, but with an opportunity for growth.

This episode accompanies the open-access article A Master Adaptive Learner Approach to Cognitive Disability Support in a U.S. Urology Residency (Stetzer et al., Teaching and Learning in Medicine). Part of the ACGME/DWDI Disability Resource Hub, supported by the Josiah Macy Jr. Foundation Catalyst Award, it's a practical and deeply human guide for residents, faculty, and program leaders working to build equitable clinical learning environments.

Transcript: https://docs.google.com/document/d/1u-qRRgjrB-lOJnQytGy7C7ByxYppdfju/edit?usp=sharing&ouid=104315301750264632478&rtpof=true&sd=true

Key words:

Medical education, cognitive disability, residency, accommodations, program director, GME, GME Policy, Disability, Training, PTSD.

Bios:

Resources: 

Disability Resource Hub: https://dl.acgme.org/pages/disability-resource-hub

Case Studies in Disability Resource Hub: https://dl.acgme.org/pages/disability-resource-hub#case_studies

UME to GME Toolkit: 

https://dl.acgme.org/pages/disability-resource-hub-transitions-toolkit-introduction

Policy Toolkit: 

https://dl.acgme.org/pages/disability-resource-hub-policy-toolkit

Disability in Graduate Medical Education Program: 

https://www.docswithdisabilities.org/digme

Link to Case Study: A Master Adaptive Learner Approach to Cognitive Disability Support in a U.S. Urology Residency

https://www.tandfonline.com/doi/10.1080/10401334.2025.2502670?url_ver=Z39.88-2003&rfr_id=ori:rid:crossref.org&rfr_dat=cr_pub%20%200pubmed

Interviewees: Tom Pisano, MD PhD and Laura Ashley Stein, MD, MS, Ed.

Interviewer: Lisa Meeks, PhD, MA

Description:

In Episode 111, Dr. Lisa Meeks talks with Dr. Tom Pisano (former Penn neurology resident; now neuro-hospital medicine and neuro-immunology fellow) and Dr. Laura Stein (Adult Neurology Program Director at Penn) about building an accessible neurology residency for a physician who uses a wheelchair—and how trust, planning, and culture made it work.

Together, they trace Tom's match-day disclosure strategy and "find-your-people" approach, an accessibility walk-through with tape measures and ADA checks, and the practical creativity of equivalent rotations when sites differ in accessibility. They also unpack a real barrier—a security policy that blocked ED entry during stroke alerts—and how reframing access as patient safety moved the system.

Listeners will hear candid advice for residents (hold onto your "why," communicate early, invite teaching adaptations) and for program directors (start with goals, not habits; assume success; apply the same creativity you offer patients to your trainees).

This episode accompanies a written case study and a Mini Grand Rounds conversation in Learn at ACGME. Part of the ACGME/DWDI Disability Resource Hub, supported by the Josiah Macy Jr. Foundation Catalyst Award, it's a practical guide for PDs, residents, and anyone committed to equitable clinical training.

Transcript: https://docs.google.com/document/d/1xB_Cp8EiekJ9ExUZLP61EvE-0y4HUv22LuRp0D6uNB0/edit?usp=sharing

Key words:

Medical education, physical disability, disability research, residency, accommodations, wheelchair, SCI, medical technology, residency, neurology, program director, GME, GME Policy

Bio:

Laura Stein

I have been involved in the Neurology Residency Program since 2018, and Director of the program since 2024. I teach residents on multiple inpatient services as well as in outpatient continuity clinic and stroke clinics. I also lead didactic sessions and workshops for resident onboarding and in our resident lecture series. I am particularly interested in expanding resident exposure to structured experiences in medical education and quality improvement and currently mentor multiple residents per year in medical education and quality improvement projects. In 2020, I was honored to receive the University of Pennsylvania Neurology Residents teaching award.

I received my masters in medical education from the University of Pennsylvania in 2018. I have been a member of the American Academy of Neurology (AAN) Residency-In-Training Examination Committee since 2019. I have also been a member of the American Heart Association (AHA) Stroke Professional Education Committee since 2016 and currently serve as the Vice Chair of this committee.

Clinically, I function predominantly as a neurohospitalist and attend on the stroke inpatient and consult services, the neurology ward service, and the PPMC consult service. I am dedicated to ensuring delivery of high-quality neurologic care across our system and currently am the physician co-lead for our neurovascular disease team, which spans our six-hospital network, as well as our HUP inpatient neurology unit-based quality improvement team.

Tom Pisano

I enjoy weekend bike rides with my wife, followed by trying out a new restaurant. When traveling, if possible, I always try to get in some monoskiing or scuba diving. I would also consider myself a (very) mildly competitive board gamer.

I will be pursuing a combined neurohospitalist/neuroimmunology fellowship to develop expertise in myelopathies. My research includes brain-computer interfaces, especially of the spinal cord.

Producer: Lisa Meeks

Follow Us:

• X: @DocsWith

• Instagram: @DocsWithDisabilities

• Linked In: https://www.linkedin.com/company/docs-with-disabilities-initiative

Resources:

Disability Resource Hub: https://dl.acgme.org/pages/disability-resource-hub

Case Studies in Disability Resource Hub: https://dl.acgme.org/pages/disability-resource-hub#case_studies

UME to GME Toolkit:

https://dl.acgme.org/pages/disability-resource-hub-transitions-toolkit-introduction

Policy Toolkit: https://dl.acgme.org/pages/disability-resource-hub-policy-toolkit

Disability in Graduate Medical Education Program:

https://www.docswithdisabilities.org/digme

Link to Case Study: Coming Soon!

Interviewees: Tom Pisano, MD PhD and Laura Ashley Stein, MD, MS, Ed.

Interviewer: Lisa Meeks, PhD, MA

Description:

In Episode 111, Dr. Lisa Meeks talks with Dr. Tom Pisano (former Penn neurology resident; now neuro-hospital medicine and neuro-immunology fellow) and Dr. Laura Stein (Adult Neurology Program Director at Penn) about building an accessible neurology residency for a physician who uses a wheelchair—and how trust, planning, and culture made it work.

Together, they trace Tom's match-day disclosure strategy and "find-your-people" approach, an accessibility walk-through with tape measures and ADA checks, and the practical creativity of equivalent rotations when sites differ in accessibility. They also unpack a real barrier—a security policy that blocked ED entry during stroke alerts—and how reframing access as patient safety moved the system.

Listeners will hear candid advice for residents (hold onto your "why," communicate early, invite teaching adaptations) and for program directors (start with goals, not habits; assume success; apply the same creativity you offer patients to your trainees).

This episode accompanies a written case study and a Mini Grand Rounds conversation in Learn at ACGME. Part of the ACGME/DWDI Disability Resource Hub, supported by the Josiah Macy Jr. Foundation Catalyst Award, it's a practical guide for PDs, residents, and anyone committed to equitable clinical training.

Transcript: https://docs.google.com/document/d/1xB_Cp8EiekJ9ExUZLP61EvE-0y4HUv22LuRp0D6uNB0/edit?usp=sharing

Key words:

Medical education, physical disability, disability research, residency, accommodations, wheelchair, SCI, medical technology, residency, neurology, program director, GME, GME Policy

Bio:

Laura Stein

I have been involved in the Neurology Residency Program since 2018, and Director of the program since 2024. I teach residents on multiple inpatient services as well as in outpatient continuity clinic and stroke clinics. I also lead didactic sessions and workshops for resident onboarding and in our resident lecture series. I am particularly interested in expanding resident exposure to structured experiences in medical education and quality improvement and currently mentor multiple residents per year in medical education and quality improvement projects. In 2020, I was honored to receive the University of Pennsylvania Neurology Residents teaching award.

I received my masters in medical education from the University of Pennsylvania in 2018. I have been a member of the American Academy of Neurology (AAN) Residency-In-Training Examination Committee since 2019. I have also been a member of the American Heart Association (AHA) Stroke Professional Education Committee since 2016 and currently serve as the Vice Chair of this committee.

Clinically, I function predominantly as a neurohospitalist and attend on the stroke inpatient and consult services, the neurology ward service, and the PPMC consult service. I am dedicated to ensuring delivery of high-quality neurologic care across our system and currently am the physician co-lead for our neurovascular disease team, which spans our six-hospital network, as well as our HUP inpatient neurology unit-based quality improvement team.

Tom Pisano

I enjoy weekend bike rides with my wife, followed by trying out a new restaurant. When traveling, if possible, I always try to get in some monoskiing or scuba diving. I would also consider myself a (very) mildly competitive board gamer.

I will be pursuing a combined neurohospitalist/neuroimmunology fellowship to develop expertise in myelopathies. My research includes brain-computer interfaces, especially of the spinal cord.

Producer:  Lisa Meeks

Follow Us:

• X: @DocsWith

• Instagram: @DocsWithDisabilities

• Linked In: https://www.linkedin.com/company/docs-with-disabilities-initiative

Resources: 

Disability Resource Hub: https://dl.acgme.org/pages/disability-resource-hub

Case Studies in Disability Resource Hub: https://dl.acgme.org/pages/disability-resource-hub#case_studies

UME to GME Toolkit: 

https://dl.acgme.org/pages/disability-resource-hub-transitions-toolkit-introduction

Policy Toolkit: https://dl.acgme.org/pages/disability-resource-hub-policy-toolkit

Disability in Graduate Medical Education Program: 

https://www.docswithdisabilities.org/digme

Link to Case Study: Coming Soon!

Interviewees: Uyen Troung, MD and Nalinda Charnsangavej, MD

Interviewer: Lisa Meeks, PhD, MA

Description:

What does it take to create true accessibility in residency training? In this episode, Dr. Lisa Meeks is joined by Dr. Uyen Truong, Chief Resident at the UT-Austin Dell Medical School Pediatric Residency Program, and Dr. Nalinda Charnsangavej, the program's Director, for a candid conversation about disability inclusion in graduate medical education.

Together, they share the story behind Dr. Truong's residency journey as a wheelchair user—from early planning and proactive accommodations to the team-wide commitment that made access possible. Listeners will hear how trust, open communication, and creative problem-solving helped dismantle barriers, and how the presence of physicians with disabilities strengthens patient care, especially for disabled children and their families.

The discussion also dives into the practical side of accommodations in GME: what an access assistant does (and doesn't do), how to navigate procedural requirements, and the role of accrediting bodies like the ACGME and the American Board of Pediatrics in supporting inclusive training.

This episode is part of the Disability Resource Hub series, made possible by the Josiah Macy Jr. Foundation Catalyst Award for Transformation in Graduate Medical Education, and offers valuable insights for program directors, residents, and anyone committed to building equitable clinical learning environments.

Transcript: https://docs.google.com/document/d/1mRUsqcVjm5oGQgPzV6tuzQxvyOH-0osSxVHeOeIC3qM/edit?usp=sharing

Key words:

Medical education, physical disability, disability research, residency, accommodations, wheelchair, SCI, medical technology, residency, pediatrics, program director, GME, GME Policy

Bio:

Uyen Truong, MD grew up in Minnesota but is currently finishing her chief year at UT Austin Dell Medical School Pediatric Residency Program. Following graduation, Uyen is going to work as a Complex Care Pediatrician back in Minnesota. Although the path has not been easy, she has always wanted to become a pediatrician and work with kids with medical complexity like herself. Through Uyen%E2%80%99s training and her own personal experiences, she has been able to help parents and children navigate the medical system. Uyen is very excited to continue working and advocating for children with disabilities and helping them achieve their goals.

Nalinda Charnsangavej, MD is an associate professor of pediatrics at the Dell Medical School at the University of Texas at Austin. She serves as the pediatric residency program director and has an interest in promoting a healthy and supportive learning environment through supporting diversity, cultivating an inclusive climate, and promoting physician well-being and resilience. She has a specific interest in raising awareness of the benefits of inclusion of individuals with disabilities in the learning environment and patient care and has supported faculty and institution development in working with trainees with disabilities. In her role as a program director, she has individually mentored many trainees and also recognizes the need to support the establishment of strong mentorship relationships for trainees, particularly those from backgrounds underrepresented in medicine. She has led program-wide efforts to foster wellbeing and resiliency amongst trainees and participates in national work-groups such as the Pediatric Resident Burnout and Resilience Study Consortium. She is interested in helping develop best practices for GME programs to enhance access and inclusion of trainees with disabilities.

Producer: Gabe Abrams and Lisa Meeks

Audio editor: Jacob Feeman

Follow Us:

• X: @DocsWith

• Instagram: @DocsWithDisabilities

• Linked In: https://www.linkedin.com/company/docs-with-disabilities-initiative

Resources:

Disability Resource Hub: https://dl.acgme.org/pages/disability-resource-hub

Case Studies in Disability Resource Hub: https://dl.acgme.org/pages/disability-resource-hub#case_studies

UME to GME Toolkit:

https://dl.acgme.org/pages/disability-resource-hub-transitions-toolkit-introduction

Policy Toolkit: https://dl.acgme.org/pages/disability-resource-hub-policy-toolkit

Link to Case Study: Proactive Approaches for a Wheelchair User in Pediatric Residency: A Case Study for Disability Inclusion

https://www.sciencedirect.com/science/article/abs/pii/S1876285924005643

Disability in Graduate Medical Education Program:

https://www.docswithdisabilities.org/digme

Interviewees: Uyen Troung, MD and Nalinda Charnsangavej, MD

Interviewer: Lisa Meeks, PhD, MA

Description:

What does it take to create true accessibility in residency training? In this episode, Dr. Lisa Meeks is joined by Dr. Uyen Truong, Chief Resident at the UT-Austin Dell Medical School Pediatric Residency Program, and Dr. Nalinda Charnsangavej, the program's Director, for a candid conversation about disability inclusion in graduate medical education.

Together, they share the story behind Dr. Truong's residency journey as a wheelchair user—from early planning and proactive accommodations to the team-wide commitment that made access possible. Listeners will hear how trust, open communication, and creative problem-solving helped dismantle barriers, and how the presence of physicians with disabilities strengthens patient care, especially for disabled children and their families.

The discussion also dives into the practical side of accommodations in GME: what an access assistant does (and doesn't do), how to navigate procedural requirements, and the role of accrediting bodies like the ACGME and the American Board of Pediatrics in supporting inclusive training.

This episode is part of the Disability Resource Hub series, made possible by the Josiah Macy Jr. Foundation Catalyst Award for Transformation in Graduate Medical Education, and offers valuable insights for program directors, residents, and anyone committed to building equitable clinical learning environments.

Transcript: https://docs.google.com/document/d/1mRUsqcVjm5oGQgPzV6tuzQxvyOH-0osSxVHeOeIC3qM/edit?usp=sharing

Key words:

Medical education, physical disability, disability research, residency, accommodations, wheelchair, SCI, medical technology, residency, pediatrics, program director, GME, GME Policy

Bio:

Uyen Truong, MD grew up in Minnesota but is currently finishing her chief year at UT Austin Dell Medical School Pediatric Residency Program. Following graduation, Uyen is going to work as a Complex Care Pediatrician back in Minnesota. Although the path has not been easy, she has always wanted to become a pediatrician and work with kids with medical complexity like herself. Through Uyen%E2%80%99s training and her own personal experiences, she has been able to help parents and children navigate the medical system. Uyen is very excited to continue working and advocating for children with disabilities and helping them achieve their goals.

Nalinda Charnsangavej, MD is an associate professor of pediatrics at the Dell Medical School at the University of Texas at Austin. She serves as the pediatric residency program director and has an interest in promoting a healthy and supportive learning environment through supporting diversity, cultivating an inclusive climate, and promoting physician well-being and resilience. She has a specific interest in raising awareness of the benefits of inclusion of individuals with disabilities in the learning environment and patient care and has supported faculty and institution development in working with trainees with disabilities. In her role as a program director, she has individually mentored many trainees and also recognizes the need to support the establishment of strong mentorship relationships for trainees, particularly those from backgrounds underrepresented in medicine. She has led program-wide efforts to foster wellbeing and resiliency amongst trainees and participates in national work-groups such as the Pediatric Resident Burnout and Resilience Study Consortium. She is interested in helping develop best practices for GME programs to enhance access and inclusion of trainees with disabilities.

Producer:  Gabe Abrams  and Lisa Meeks

Audio editor: Jacob Feeman

Follow Us:

• X: @DocsWith

• Instagram: @DocsWithDisabilities

• Linked In: https://www.linkedin.com/company/docs-with-disabilities-initiative

Resources: 

Disability Resource Hub: https://dl.acgme.org/pages/disability-resource-hub

Case Studies in Disability Resource Hub: https://dl.acgme.org/pages/disability-resource-hub#case_studies

UME to GME Toolkit: 

https://dl.acgme.org/pages/disability-resource-hub-transitions-toolkit-introduction

Policy Toolkit: https://dl.acgme.org/pages/disability-resource-hub-policy-toolkit

Link to Case Study: Proactive Approaches for a Wheelchair User in Pediatric Residency: A Case Study for Disability Inclusion 

https://www.sciencedirect.com/science/article/abs/pii/S1876285924005643

Disability in Graduate Medical Education Program: 

https://www.docswithdisabilities.org/digme

Interviewer: Jasmine Lopez

Interviewees: Jennifer Biggers

Language: English & Spanish | Bilingual transcript available

Description:

In this special bilingual episode—the first ever in Spanish on the Docs With Disabilities Podcast—we explore the intersection of disability, culture, and education through the lens of a powerful personal and professional journey.

Jasmine Lopez sits down with Jennifer Biggers, M.Ed., a first-generation Latina Disability Resource Professional at the University of California, Riverside. With warmth, vulnerability, and insight, Jennifer shares how her identity as a Honduran-Ecuadorian American, former special education teacher, and parent of autistic children informs her deeply empathetic and culturally responsive approach to supporting disabled learners.

Together, they discuss:

• The unique challenges and strengths of Latinx and first-gen students with disabilities
• How stigma around mental health shows up in Latinx communities—and how to push back
• Strategies for building trust between students and DRPs
• Culturally relevant resources for learners and families
• Why representation in medicine (and DRP offices) matters more than ever

This episode is a love letter to students navigating multiple marginalizations—and to the professionals working to ensure they thrive. Whether you're a student, educator, clinician, or ally, you'll leave this episode with new insights and a deepened appreciation for the power of culturally grounded support.

🔗 Bilingual transcript

Bio:

Jennifer Biggers is a disability specialist at the Student Disability Resource Center at University of California-Riverside. Jennifer works with students with psychological disabilities, chronic health conditions, and learning disabilities. Jennifer has ten years of experience of working in the K-12 setting with students with disabilities as a teacher and an administrator. Jennifer's expertise lies in post-secondary transition readiness and has taken this experience to UC-Riverside to develop programming for first year, transfer students, and students acquire a disability during their college experience. Jennifer currently oversees the SDRC Peer Mentor Program, Time Management Workshop Series, Accountability Study Groups, and SDRC Bootcamp for new a transfer students.

University of California-Riverside Campus is No. 1 in Social Mobility (U.S. News & World Report, 2019) and No.1 Most Transformative Colleges

Keywords:

Disability Resource Professionals (DRPs), Medical Education, Bilingual education, Latinx students in medicine, First-generation college students, Mental health stigma, Intersectionality, Culturally responsive support

Interviewer: Jasmine Lopez

Interviewees: Jennifer Biggers 

Language: English & Spanish | Bilingual transcript available

Description:

In this special bilingual episode—the first ever in Spanish on the Docs With Disabilities Podcast—we explore the intersection of disability, culture, and education through the lens of a powerful personal and professional journey.

Jasmine Lopez sits down with Jennifer Biggers, M.Ed., a first-generation Latina Disability Resource Professional at the University of California, Riverside. With warmth, vulnerability, and insight, Jennifer shares how her identity as a Honduran-Ecuadorian American, former special education teacher, and parent of autistic children informs her deeply empathetic and culturally responsive approach to supporting disabled learners.

Together, they discuss:

• The unique challenges and strengths of Latinx and first-gen students with disabilities
• How stigma around mental health shows up in Latinx communities—and how to push back
• Strategies for building trust between students and DRPs
• Culturally relevant resources for learners and families
• Why representation in medicine (and DRP offices) matters more than ever

This episode is a love letter to students navigating multiple marginalizations—and to the professionals working to ensure they thrive. Whether you're a student, educator, clinician, or ally, you'll leave this episode with new insights and a deepened appreciation for the power of culturally grounded support.

🔗 Bilingual transcript 

Bio:

Jennifer Biggers is a disability specialist at the Student Disability Resource Center at University of California-Riverside. Jennifer works with students with psychological disabilities, chronic health conditions, and learning disabilities. Jennifer has ten years of experience of working in the K-12 setting with students with disabilities as a teacher and an administrator. Jennifer's expertise lies in post-secondary transition readiness and has taken this experience to UC-Riverside to develop programming for first year, transfer students, and students acquire a disability during their college experience. Jennifer currently oversees the SDRC Peer Mentor Program, Time Management Workshop Series, Accountability Study Groups, and SDRC Bootcamp for new a transfer students.

University of California-Riverside Campus is No. 1 in Social Mobility (U.S. News & World Report, 2019) and No.1 Most Transformative Colleges

Keywords:

Disability Resource Professionals (DRPs), Medical Education, Bilingual education, Latinx students in medicine, First-generation college students, Mental health stigma, Intersectionality, Culturally responsive support