References
- Eijkelboom C, Brouwers M, Frenkel J, van Gurp P, Jaarsma D, de Jonge R, et al. Twelve tips for patient involvement in health professions education. Patient Educ Couns. 2023;106:92–7. DOI: 10.1016/j.pec.2022.09.016
- Towle A, Bainbridge L, Godolphin W, Katz A, Kline C, Lown B, et al. Active patient involvement in the education of health professionals. Med Educ. 2010;44(1):64–74. DOI: 10.1111/j.1365-2923.2009.03530.x
- Dijk SW, Duijzer EJ, Wienold M. Role of active patient involvement in undergraduate medical education: a systematic review. BMJ Open. 2020;10(7):
e037217 . DOI: 10.1136/bmjopen-2020-037217 - Howick J, Slavin D, Carr S, Miall F, Ohri C, Ennion S, et al. Towards an empathic hidden curriculum in medical school: A roadmap. J Eval Clin Pract. 2024. DOI: 10.1111/jep.13966
- Pandit R, Essers RL, Pennings HJM. Community-Engaged Learning Within the Medical Curriculum: Evaluating Learning Outcomes and Implementation Challenges. International Medical Education [Internet]. 2025;4(1). DOI: 10.3390/ime4010003
- Cabaniss P. Medical education experiences among medical students with chronic health conditions: A qualitative study. Soc Sci Med. 2023;337:116312. DOI: 10.1016/j.socscimed.2023.116312
- Jain NR, Stergiopoulos E, Addams A, Moreland CJ, Meeks LM. “We Need a Seismic Shift”: Disabled Student Perspectives on Disability Inclusion in U.S. Medical Education. Acad Med. 2024;99(11):1221–33. DOI: 10.1097/acm.0000000000005842
- Stergiopoulos E, Fernando O, Martimianakis MA. “Being on Both Sides”: Canadian Medical Students’ Experiences With Disability, the Hidden Curriculum, and Professional Identity Construction. Acad Med. 2018;93(10):1550–9. DOI: 10.1097/acm.0000000000002300
- Stergiopoulos E, Martimianakis MAT. What makes a ‘good doctor’? A critical discourse analysis of perspectives from medical students with lived experience as patients. Med Humanit. 2023;49(4):613–22. DOI: 10.1136/medhum-2022-012520
- Fox FE, Doran NJ, Rodham KJ, Taylor GJ, Harris MF, O’Connor M. Junior doctors’ experiences of personal illness: a qualitative study. Med Educ. 2011;45(12):1251–61. DOI: 10.1111/j.1365-2923.2011.04083.x
- Meeks LM, Bullock JL. Transforming medical education: Implementing ‘disruptors’ to break the cycle of ableism. Med Educ. 2024;58(9):1023–5. DOI: 10.1111/medu.15445
- Valestrand EA, Kvernenes M, Kinsella EA, Hunskaar S, Schei E. Transforming self-experienced vulnerability into professional strength: a dialogical narrative analysis of medical students’ reflective writing. Adv Health Sci Educ Theory Pract. 2024;29(5):1593–610. DOI: 10.1007/s10459-024-10317-3
- Meeks LM, Pereira-Lima K, Plegue M, Jain NR, Stergiopoulos E, Stauffer C, et al. Disability, program access, empathy and burnout in US medical students: A national study. Med Educ. 2023;57(6):523–34. DOI: 10.1111/medu.14995
- Lodder D. ‘Ziekte is nog steeds taboe binnen de geneeskundeopleiding’: Nina Korsuize over ‘Medische dubbeltalenten’. Ned Tijdschr Geneeskd. 2025;169:C5803.
- Shen Y, Bosch G, Pino L, Gopalan V. Use of the ‘double diamond’ design framework to nurture creativity in life sciences research. Trends Biochem Sci. 2024;49(8):654–7. DOI: 10.1016/j.tibs.2024.04.008
- Forber-Pratt AJ, Zape MP. Disability identity development model: Voices from the ADA-generation. Disabil Health J. 2017;10(2):350–5. DOI: 10.1016/j.dhjo.2016.12.013
- Spaans I, de Kleijn R, Seeleman C, Dilaver G. ‘A role model is like a mosaic’: reimagining URiM students’ role models in medical school. BMC Med Educ. 2023;23(1):396. DOI: 10.1186/s12909-023-04394-y
- Akkerman SF, Bakker A. Boundary Crossing and Boundary Objects. Review of Educational Research. 2011;81(2):132–69. DOI: 10.3102/0034654311404435
- Grijpma JW, Ramdas S, Broeksma L, Meeter M, Kusurkar RA, de la Croix A. Learning from the Experts: Stimulating Student Engagement in Small-group Active Learning. Perspect Med Educ. 2024;13(1):229–38. DOI: 10.5334/pme.1245
- Braun V, Clarke V. Using thematic analysis in psychology. Qual Res Psychol. 2006;3(2):77–101. DOI: 10.1191/1478088706qp063oa