Bridging the Gap Toward Inclusive Medical Education: A Framework for Integrating Students with Disabilities into MBBS Programs in Saudi Arabia

Access to medical education remains inequitable for students with disabilities, particularly in regions where institutional frameworks lack standardized inclusion strategies. This conceptual paper presents a context-sensitive framework tailored to undergraduate medical (MBBS) programs in Saudi Arabia, developed through a systematic narrative literature review and expert input. Drawing upon the social model of disability and Universal Design for Learning, the proposed framework addresses five interrelated domains: inclusive admissions policies, physical and digital accessibility, curriculum flexibility and assessment, institutional support and capacity building, and inclusive clinical training. Unlike international models that primarily evolve in Western contexts, this framework is grounded in Saudi national policy directives, including Vision 2030, as well as regional sociocultural realities, offering a novel contribution for the Middle East and Arab region. It critiques the reliance on rigid technical standards and proposes a shift toward competency-based evaluations and proactive accommodation strategies that are culturally and contextually appropriate. By aligning global best practices with local commitments to disability rights, the framework provides a roadmap for systemic reform in medical education. The paper argues that disability inclusion in medical education not only upholds human rights but also enriches the healthcare workforce by fostering empathy, representation, and social accountability.