The article "Aspiring to Disability Consciousness in Health Professions Training" by Lydia Smeltz, Susan M. Havercamp, and Lisa Meeks highlights the need for integrating disability consciousness into health professions education to improve health equity for patients with disabilities. The authors argue that current disability training in medical education is inadequate and often perpetuates ableist assumptions and biases. They emphasize the importance of disability competence and disability consciousness, which involves recognizing disability as a marginalized identity and promoting respect, beneficence, and justice for disabled patients. The article discusses the challenges faced by healthcare professionals in providing care for disabled patients and the need for a holistic understanding of disability. It advocates for a disability-conscious curriculum that includes disability studies, disability rights education, and the social model of disability. The authors also stress the importance of collaboration with disabled people and the need for humility and ongoing learning to address ableism and other forms of oppression. They call for a standardized, interprofessional curriculum that is inclusive and led by disabled people to foster disability consciousness and improve health equity.The article "Aspiring to Disability Consciousness in Health Professions Training" by Lydia Smeltz, Susan M. Havercamp, and Lisa Meeks highlights the need for integrating disability consciousness into health professions education to improve health equity for patients with disabilities. The authors argue that current disability training in medical education is inadequate and often perpetuates ableist assumptions and biases. They emphasize the importance of disability competence and disability consciousness, which involves recognizing disability as a marginalized identity and promoting respect, beneficence, and justice for disabled patients. The article discusses the challenges faced by healthcare professionals in providing care for disabled patients and the need for a holistic understanding of disability. It advocates for a disability-conscious curriculum that includes disability studies, disability rights education, and the social model of disability. The authors also stress the importance of collaboration with disabled people and the need for humility and ongoing learning to address ableism and other forms of oppression. They call for a standardized, interprofessional curriculum that is inclusive and led by disabled people to foster disability consciousness and improve health equity.