‘Understanding Disability’: Evaluating a contact-based approach to enhancing attitudes and disability literacy of medical students

Lynch, Julie; Last, Jason; Dodd, Philip; Stancila, Daniela; Linehan, Christine

doi:10.1016/j.dhjo.2018.07.007

Cited by 25 publications

(14 citation statements)

References 23 publications

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“…Contact-based education through direct encounters or interactions helps medical students build communication skills and gain confidence in treating people with disabilities. Clinical practice and community-based education in rehabilitation hospitals could provide students with an opportunity to engage in real contact with people with disabilities [28]. In addition, education programmes that use standardised patients help medical students face real-world situations, preparing them for the reality of a clinical environment in a space where students can learn from their mistakes, receive feedback, and reflect [40].…”

Section: Discussionmentioning

confidence: 99%

“…In addition, we found that when people with disabilities and their families or guardians participated in educational programmes and interacted directly with students, this positively influenced students' attitudes towards people with disabilities [27,28]. Therefore, our initial draft included the participation of people with disabilities and their families and guardians in the education curriculum.…”

Section: Initial Draftmentioning

confidence: 99%

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Curriculum development on the human rights of people with disabilities for future medical education: using a modified Delphi

Lee

Park

2021

BMC Med Educ

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Background In order for doctors to effectively provide medical services to patients with disabilities, an understanding of this population is necessary, along with the knowledge, attitudes, and technical abilities necessary to address health problems associated with each type of disability. One way of doing this is by educating doctors about disabilities and ensuring their frequent contact with people with disabilities while they are in medical school. Therefore, this study aimed to develop a systematic medical education curriculum to enhance doctors’ understanding of people with disabilities. Methods The authors conducted a systematic literature review to develop and verify the basic framework of the educational content and curriculum. Two surveys were also developed using the Delphi method to evaluate the adequacy and necessity of educational topics. Items with a content validity ratio equal to or greater than the minimum value were considered valid. Survey panels comprised academic experts and health care practitioners who were working with people with disabilities. We conducted two surveys, one for a basic and the other for an advanced course, in which 13 to 16 respondents took part. Results The authors selected 13 topics for the ‘Basic Introductory Course’ and included general educational content on the health rights of people with disabilities focused on improving students’ knowledge of disabilities. The authors also selected 12 topics for the ‘Care and Communication for Patients with Disabilities Course’ designed to improve students’ understanding of interviewing and communicating with patients with disabilities. Conclusions In Korea, disability has received little attention in the medical curriculum to date. The curriculum developed in this study provides preliminary data for guiding future directions in medical education and developing specific support plans for an education that promotes people with disabilities’ health rights.

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Section: Discussionmentioning

confidence: 99%

Section: Initial Draftmentioning

confidence: 99%

Curriculum development on the human rights of people with disabilities for future medical education: using a modified Delphi

Lee

Park

2021

BMC Med Educ

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“…Studies that measured participants comfort and attitudes before and after a person with a disability as a teacher demonstrated that participants felt the non-clinical interaction enhanced their comfort and attitudes towards people with disabilities. 21,22…”

Section: People With Disabilities As Teachersmentioning

confidence: 99%

Disability Training for Health Workers: A Global Narrative Systematic Review

Rotenberg

Gatta

Wahedi

et al. 2021

Preprint

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Objective: To conduct a systematic review of the literature on disability training to improve knowledge, confidence, self-efficacy and competence among health care workers around the world. Methods: We searched five databases for relevant peer-reviewed articles published between January 2012 and January 2021. Studies that focused on training health care workers to improve knowledge, confidence, self-efficacy, and competence to support people with physical, sensory, or intellectual impairments were included. Data about the details of the intervention (setting, participants, format, impact assessments, etc.) and its effects were extracted. Findings: There is an array of highly local tools to train health workers across stages of their training and careers (pre-service, in-service, and continuing professional development). Studies involving people with disabilities in the training, community placements, simulations, or interactive sessions were found to be most effective in improving knowledge, confidence, competency, and self-efficacy. Conclusion: As part of initiatives to build inclusive health systems and improve health outcomes for people with disabilities, health workers around the world need to receive appropriate and evidence-based training that combine multiple methods and involve people with disabilities.

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“…Recently, the nursing community has begun to call for disability‐related content to be integrated throughout nursing curricula so that nurses can better understand the needs of PWD and, subsequently, provide high quality and appropriate health care . It is beyond the scope of this commentary to offer a full review of disability‐related curricula, but there is growing evidence that expanding health professional education to include content regarding prevalence of disability, health, and social inequities experienced by PWD, barriers to healthcare and interaction with PWD can improve students’ knowledge and comfort in providing care for PWD . However, nursing has traditionally approached disability from a medical model .…”

Section: Implications For Policy and The Nursing Disciplinementioning

confidence: 99%

“…61 It is beyond the scope of this commentary to offer a full review of disability-related curricula, but there is growing evidence that expanding health professional education to include content regarding prevalence of disability, health, and social inequities experienced by PWD, barriers to healthcare and interaction with PWD can improve students' knowledge and comfort in providing care for PWD. [62][63][64] However, nursing has traditionally approached disability from a medical model. 65,66 Thus, without careful attention, curricula may perpetuate a medical model of disability thereby reinforcing stigmatizing attitudes and failing to recognize structural barriers faced by PWD.…”

Section: Implications For Policy and The Nursing Disciplinementioning

confidence: 99%

The social construction of disability and the capabilities approach: Implications for nursing

et al. 2019

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Problem Improving the health and well‐being of people with disabilities (PWD) should be included https://plato.stanford.edu/cgi-bin/encyclopedia/archinfo.cgi?entry=justice-distributivein any strategies aimed at eliminating health disparities and achieving health equity in the United States. However, practitioners and policymakers often overlook disability when considering health equity. This is problematic because structural injustices including social and environmental barriers frequently worsen health for PWD. A commitment to social justice, however, dictates that everyone should have equitable opportunities to participate in chosen aspects of life to the best of their abilities and desires. Methods We use a critical commentary to provide suggestions for the nursing discipline. Specifically, we 1) position the disparities in health and well‐being experienced by PWD as matters of equity and social justice, 2) describe Amartya Sen's capabilities approach, and 3) provide suggestions for incorporating tenets of the capabilities approach into nursing practice, research, and policy. Conclusion The capabilities approach can provide a useful framework to guide nursing practice, research, and policy in order to advance social justice for PWD.

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‘Understanding Disability’: Evaluating a contact-based approach to enhancing attitudes and disability literacy of medical students

Cited by 25 publications

References 23 publications

Curriculum development on the human rights of people with disabilities for future medical education: using a modified Delphi

Curriculum development on the human rights of people with disabilities for future medical education: using a modified Delphi

Disability Training for Health Workers: A Global Narrative Systematic Review

The social construction of disability and the capabilities approach: Implications for nursing

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