DEVELOPMENTS: Effects of a Disability Awareness and Skills Training Workshop on Senior Medical Students as Assessed with Self Ratings and Performance on a Standardized Patient Case

Saketkoo, Lesley Ann; Anderson, Delia; Rice, Janet; Rogan, Ama; Lazarus, Cathy J.

doi:10.1207/s15328015tlm1604_7

Cited by 50 publications

(47 citation statements)

References 9 publications

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“…Previous research identifies particular knowledge, skills, and attitudes necessary to thoughtfully and deliberately provide care and serve as patient advocates for individuals with disabilities (Saketkoo et al, 2004). This study extends previous research by identifying learning areas that provide evidence of medical students' reflection about parameters of treating patients with disabilities and about promoting patient empowerment.…”

Section: Discussionsupporting

confidence: 61%

“…Although primary care physicians often are their first contact for health promotion and treatment (Memel, 1996), health providers often are uncomfortable treating patients with disabilities and attribute this discomfort to their lack of disability training (Jain, 2006). Disability and rehabilitation issues are not well covered in most North American medical school curricula (Saketkoo, Anderson, Rice, Rogan, & Lazarus, 2004), leaving medical students under prepared to work effectively with patients with disabilities (Sabharwal, 2001;Sabharwal & Fiedler, 2003). Disability teaching recently has been added as a core theme in undergraduate medical education in the United Kingdom, focusing on such areas as empowerment and independence (Byron, Cockshott, Brownett, & Ramkalawan, 2005).…”

mentioning

confidence: 99%

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What Can I Learn From This Interaction? A Qualitative Analysis of Medical Student Self-Reflection and Learning in a Standardized Patient Exercise About Disability

Duggan

Bradshaw

Carroll

et al. 2009

Journal of Health Communication

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Patients with disabilities receive fewer health services than the general population, yet they have greater health needs. Similarly, physicians report limited training in disability. The current project examines medical students' learning about disability in a project using individuals with disabilities as medical educators. Family medicine clerkship students (N = 138) across an academic year were videotaped during interviews with standardized patient educators with disabilities and during feedback sessions following the interactions. Qualitative analysis of feedback transcripts identifies three primary areas of integrating learning, reflective practice, and disability: (1) learning how disability impacts the treatment plan, (2) self-reflection and recognizing attitudes about disability, and (3) learning about the practice of medicine generally from the disability exercise. Themes are identified within each of the primary learning areas. Medical student reflection provides evidence of learning to connect disability with pain, everyday life, and treatment. Medical students learned to recognize patients' expertise in their own condition and in health care navigation. Medical students also examined how their language implies attitude. The current investigation provided evidence of the ways examining disability can serve as a cornerstone for building relationship-centered patient care and encouraging reflective practice overall.

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Section: Discussionsupporting

confidence: 61%

mentioning

confidence: 99%

What Can I Learn From This Interaction? A Qualitative Analysis of Medical Student Self-Reflection and Learning in a Standardized Patient Exercise About Disability

Duggan

Bradshaw

Carroll

et al. 2009

Journal of Health Communication

View full text Add to dashboard Cite

show abstract

“…(Sahin and Akyol 2010). While education has been shown to improve health care provider attitudes towards those with disabilities (Saketkoo et al 2004), genetic counseling training programs vary widely in their coverage of the topic of disability (Hamburg 2010). We strongly recommend that all health care providers engaged in genetic counseling receive ongoing education about the social aspects of living with disabilities.…”

Section: Implications For Genetic Counselingmentioning

confidence: 99%

Genetic Counseling for Prenatal Testing: Where is the Discussion About Disability?

Farrelly

Cho

Erby

et al. 2012

Journal of Genetic Counseling

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There are little data revealing how genetic counselors talk about disability in the prenatal setting. We performed a qualitative analysis of 93 existing transcripts from simulated patient (SP) genetic counseling sessions conducted in 2003–4 through the Genetic Counseling Video Project. We found that most genetic counselors (95%) focused on the physical aspects of disability while fewer (27%) discussed the social aspects. In addition, few genetic counselors (38%) asked patients about personal experiences with disability. When discussing options available if a pregnancy were diagnosed with a disability, most genetic counselors mentioned termination (86%) while fewer mentioned the continuation of the pregnancy (37%) or adoption (13%). Only half of the genetic counselors asked the SP if she had thought about how she might use the results of prenatal screening. To better facilitate informed decision-making that is consistent with patient values, we recommend genetic counselors engage prenatal patients in a deeper discussion about their ability and willingness to parent a child with a disability.

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“…For example, Tulane University implemented a workshop for fourthyear medical students entitled ''Disability Awareness and Skills Training for the Health Care Professional.'' 55 Arising from a perceived deficiency in the curriculum, the workshop was designed to increase awareness and develop practical skills for managing disability cases. The workshop had 3 sections: an overview of the ADA, panel presentations by persons with disabilities, and a teaching module led by an occupational therapist.…”

Section: The Cultural Competence Movement In Pharmacy Educationmentioning

confidence: 99%

Disability in Cultural Competency Pharmacy Education

Smith

Roth

Okoro

et al. 2011

American Journal of Pharmaceutical Education

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Improving health care providers' knowledge and ability to provide culturally competent care can limit the health disparities experienced by disadvantaged populations. As racial and ethnic cultures dominate cultural competency topics in education, alternative cultures such as disability have consistently been underrepresented. This article will make the case that persons with disabilities have a unique cultural identity, and should be addressed as an important component of cultural competency education in pharmacy schools. Examples of efforts in pharmacy education to incorporate cultural competency components are highlighted, many of which contain little or no mention of disability issues. Based on initiatives from other health professions, suggestions and considerations for the development of disability education within pharmacy curricula also are proposed.

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DEVELOPMENTS: Effects of a Disability Awareness and Skills Training Workshop on Senior Medical Students as Assessed with Self Ratings and Performance on a Standardized Patient Case

Abstract: A targeted educational intervention can have a positive effect on medical students' knowledge, skills, and attitudes toward patients with disabilities.

Cited by 50 publications

References 9 publications

What Can I Learn From This Interaction? A Qualitative Analysis of Medical Student Self-Reflection and Learning in a Standardized Patient Exercise About Disability

What Can I Learn From This Interaction? A Qualitative Analysis of Medical Student Self-Reflection and Learning in a Standardized Patient Exercise About Disability

Genetic Counseling for Prenatal Testing: Where is the Discussion About Disability?

Disability in Cultural Competency Pharmacy Education

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