How to Create Accessible OSCE Exams for Learners With Disabilities
This article addresses the challenge of making Objective Structured Clinical Examinations (OSCEs) accessible for medical students with disabilities. It highlights that while OSCEs are crucial for assessing clinical skills, they often present barriers to disability access due to their design, which is perceived as fundamentally different from didactic assessments and not easily amenable to accommodations. The paper introduces a structured framework, informed by Universal Design/Universal Design for Learning (UD/L) principles, to guide the determination of adjustments while maintaining assessment integrity.