Healthcare Disparities for Individuals with Disability: Informing the Practice

Iezzoni, Lisa I.; Agaronnik, Nicole

doi:10.1007/978-3-030-46187-4_2

Cited by 10 publications

(8 citation statements)

References 64 publications

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“…In addition, they experience overlapped barriers because of disabilities, which are not usually observed or measured in surveys. Such barriers may include difficulties in public transportation (18,27), lack of accommodations specific to their particular needs, and difficulties finding adequate medical professionals who welcome people with disabilities (28). There are also unmeasurable factors in personal characteristics, e.g., psychological distance to physician meetings (29) and health literacy problems (30), which determine the attitudes toward healthcare utilization or preventive behaviors.…”

Section: Introductionmentioning

confidence: 99%

Decomposing Disability Inequality in Unmet Healthcare Needs and Preventable Hospitalizations: An Analysis of the Korea Health Panel

Kim

Jeon²

2023

Int J Public Health

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Objectives: This study examines the inequality between people with and without disabilities regarding unmet healthcare needs and preventable hospitalization.Methods: We used the Korea Health Panel of 2016–2018; the final analytical observations were 43,512, including 6.95% of persons with disabilities. We examined the differences in contributors to the two dependent variables and decomposed the observed differences into explained and unexplained components using the Oaxaca-Blinder approach.Results: Unmet healthcare needs and preventable hospitalizations were 5.6% p (15.36% vs. 9.76%) and 0.68% p (1.82% vs. 0.61%), respectively, higher in people with disabilities than in those without, of which 48% and 35% were due to characteristics that the individual variables cannot explain. Decomposition of the distributional effect showed that sex, age, and chronic disease significantly increased disparities for unmet healthcare needs and preventable hospitalization. Socioeconomic factors such as income level and Medical aid significantly increased the disabled–non-disabled disparities for unmet healthcare needs.Conclusion: Socioeconomic conditions increased the disparities, but around 35%–48% of the disparities in unmet healthcare needs and preventable hospitalization were due to unexplained factors, such as environmental barriers.

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Section: Introductionmentioning

confidence: 99%

Decomposing Disability Inequality in Unmet Healthcare Needs and Preventable Hospitalizations: An Analysis of the Korea Health Panel

Kim

Jeon²

2023

Int J Public Health

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“…2,13, [24][25][26][27][28] Well-informed care is necessary as patients with disabilities often experience health care disparities that are grounded in misinformation, stereotyped assumptions about living with a disability, and barriers to accessible, informed health care. [29][30][31][32] Moreover, training in cultural humility allows nondisabled providers to center aspects of identity important to the person they are treating, which often includes a wealth of knowledge about managing a disability. In doing so, they reframe lived experience with disability as a form of expertise, both in their patients and their colleagues with disabilities who continue to face stigma and exclusion in the profession.…”

mentioning

confidence: 99%

Institutional Accountability for Students With Disabilities: A Call for Liaison Committee on Medical Education Action

2022

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Medical educators and leaders have called for greater diversity among the physician workforce, including those with disabilities. However, many students with disabilities are precluded from entering and completing medical training due to historically restrictive technical standards and poor internal practices to protect student privacy. This limits the possibilities for growing this part of the workforce and making progress toward the ultimate goal of having a physician workforce that better represents the patients it serves. To achieve diversity among the physician workforce, medical education must create environments that allow students with disabilities to apply to, flourish in, and feel well supported in medical school. Recent additions to Accreditation Council for Graduate Medical Education requirements have helped to catalyze work in the area of disability inclusion by incorporating disability-focused mandates into graduate medical education accreditation standards. However, similar mandates for undergraduate medical education have not yet materialized. In this article, the authors call for the Liaison Committee on Medical Education (LCME) to elevate disability as a valued part of medical school diversity in its accreditation standards and to include protections for disabled students. The authors propose that the LCME can take 5 actions to promote institutional accountability toward students with disabilities: (1) define disability as diversity, (2) mandate disability support, (3) protect from conflicts of interest, (4) protect privacy, and (5) verify schools’ technical standards comply with the Americans with Disabilities Act. By adopting these recommendations, the LCME would send the powerful message that students with disabilities bring welcome expertise and value to the medical community.

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“…Therefore, conclusions cannot be drawn on how demographic factors influence a parent's experiences of navigating general practice. Health needs of individuals with intellectual disability are heterogeneous, and receiving health care requires accommodations specific to their needs, including age and severity of disability (37).…”

Section: Strengths and Limitationsmentioning

confidence: 99%

General practice experiences for parents of children with intellectual disability: a systematic review

et al. 2023

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BackgroundParents of children diagnosed with intellectual disability are at increased risk of mentaland physical health difficulties compared to other parents. They are likely to regularly seek medical treatment for their health concerns from general practice as well as on behalf of their child with intellectual disability, yet there is limited evaluation of the role general practice plays for this patient group.AimTo explore parents’ experiences of general practice support when caring for a child with intellectual disability.Design and settingSystematic review of studies reporting experiences of general practice as described by parents who care for children with intellectual disabilityMethodsDatabases were searched using a pre-defined search strategy. Studies were included based on detailed inclusion criteria, title, abstract and full-text screening. Quality assessment was conducted using the Mixed Methods Appraisal Tool (MMAT). A narrative synthesis was conducted.ResultsA total of nine studies were identified. There was a clear absence of data on parents own health experience and consultation in general practice. Findings relate to navigating general practice on behalf of their child’s health including accessibility of general practice and positive and negative experiences of general practitioners (GP).ConclusionFindings from this review highlight priority areas for research and the importance of continuity of care for this patient group. This review also considers implications for clinical services.

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Healthcare Disparities for Individuals with Disability: Informing the Practice

Cited by 10 publications

References 64 publications

Decomposing Disability Inequality in Unmet Healthcare Needs and Preventable Hospitalizations: An Analysis of the Korea Health Panel

Decomposing Disability Inequality in Unmet Healthcare Needs and Preventable Hospitalizations: An Analysis of the Korea Health Panel

Institutional Accountability for Students With Disabilities: A Call for Liaison Committee on Medical Education Action

General practice experiences for parents of children with intellectual disability: a systematic review

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