Using the health humanities to impart disability competencies to undergraduate medical students

Singh, Satendra; Khan, Amir Maroof; Dhaliwal, Upreet; Singh, Navjeevan

doi:10.1016/j.dhjo.2021.101218

Cited by 13 publications

(8 citation statements)

References 38 publications

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“…The exciting and growing field of health humanities provides diverse, and engaging tools like theatre of the oppressed, poetry, narrative medicine, disability studies, intersex studies, and the use of films to teach and imbibe ethics [16]. We have used Forum Theatre, poetry, visual arts, storytelling, trigger films, and reflective narratives to teach medical ethics in physiology [24].…”

Section: How and When Should Medical Ethics In Physiology Be Taught?mentioning

confidence: 99%

Medical ethics teaching in the new undergraduate physiology competency-based curriculum in medical institutions in Delhi: A pilot, feasibility study

Singh¹,

Solanki²,

Vaney³

et al. 2023

IJME

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Background: Medical ethics teaching has received little attention in India's undergraduate medical curriculum, so the National Medical Commission’s formal inclusion of medical ethics in the new competency-based curriculum (CBME) is creditable. However, the policymakers have left out the most crucial stakeholders — the teachers. This study was conducted to find out how physiology educators in Delhi felt about the implementation of ethics teaching in physiology in the CBME. Methods: This was a pilot, cross-sectional, observational, feasibility study conducted using a questionnaire, involving faculty and senior residents (post-MD) in the departments of Physiology at nine medical colleges in Delhi, conducted over the period from February to October 2020. Results: The response rate was 76% (60/79), of which 40% (24/60) were senior residents and 60 (36/60) were faculty. Around 55% (n=33) felt bioethics and clinical ethics are not synonymous; 53% (n=32) believed ethics education can be accomplished in a large group setting; 75% (n=45) believed it should be the responsibility of the physiology faculty, rather than the clinical faculty, and 61.7% (n=37) wanted it to be included in the formative assessment. The respondents shared ethical concerns that should be included in the physiology curriculum and the best candidates to teach them to achieve integration. Despite the challenges, the majority 65% (n=39) felt ethics in the physiology CBME should be an inseparable part of teaching in all instructional modalities. Conclusion: Early clinical exposure was considered preferable to the Attitude, Ethics, and Communication (AETCOM) programme. Using the five W’s and one H method, we talk about how our findings can be used as a road map to help physiologists teach ethics to medical students in the new CBME.

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Section: How and When Should Medical Ethics In Physiology Be Taught?mentioning

confidence: 99%

Medical ethics teaching in the new undergraduate physiology competency-based curriculum in medical institutions in Delhi: A pilot, feasibility study

Singh¹,

Solanki²,

Vaney³

et al. 2023

IJME

View full text Add to dashboard Cite

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“…The lithophane data format (LDF) is by no means limited to pictures in science. Lithophanes can be used in the inclusive design (36) of imagery throughout the fine arts, economics, humanities, business, government, health sciences, and law (37)(38)(39)(40)(41)(42)(43)(44)(45).…”

Section: Data For Allmentioning

confidence: 99%

Data for all: Tactile graphics that light up with picture-perfect resolution

et al. 2022

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People who are blind do not have access to graphical data and imagery produced by science. This exclusion complicates learning and data sharing between sighted and blind persons. Because blind people use tactile senses to visualize data (and sighted people use eyesight), a single data format that can be easily visualized by both is needed. Here, we report that graphical data can be three-dimensionally printed into tactile graphics that glow with video-like resolution via the lithophane effect. Lithophane forms of gel electropherograms, micrographs, electronic and mass spectra, and textbook illustrations could be interpreted by touch or eyesight at ≥79% accuracy ( n = 360). The lithophane data format enables universal visualization of data by people regardless of their level of eyesight.

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“…Yet, more often than not, the onus lies on a few passionate disability rights activists to bring change through judicial activism to ensure disability competencies are a mandatory part of medical education. [32][33][34][35][36][37] To realise Deming's philosophy of institute training on the job, and to fulfil legal obligations, there must be mandatory training of medical educators on disability rights as disability competencies as well as an aspiration to teach disability consciousness, 38 which draws on Deming's Points 5 and 6; to consistently and continually aim to grow in our understanding of disability in context. In addition, the philosophy of disability inclusion must be adjusted from one where disabled trainees are viewed as having 'overcome' disability to one where institutions anticipate and normalise disabled trainees as part of the community of diverse learners.…”

Section: Deming Point 4: Move Towards a Single Supplier For Any One I...mentioning

confidence: 99%

“…On this account, researchers have been calling for disability cultural competencies within health care settings to implement justice and autonomy and statutory bodies writing to accreditation bodies to mandatory include it in the BME and PME. Yet, more often than not, the onus lies on a few passionate disability rights activists to bring change through judicial activism to ensure disability competencies are a mandatory part of medical education 32–37 . To realise Deming's philosophy of institute training on the job , and to fulfil legal obligations, there must be mandatory training of medical educators on disability rights as disability competencies as well as an aspiration to teach disability consciousness, 38 which draws on Deming's Points 5 and 6; to consistently and continually aim to grow in our understanding of disability in context.…”

Section: Deming's Points As Applied To Disability Inclusionmentioning

confidence: 99%

Disability inclusion in medical education: Towards a quality improvement approach

Singh

Meeks

2022

Medical Education

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The Issue The shift to a more diverse workforce that includes physicians with disabilities has gained considerable international traction. Indeed, disability inclusion is experiencing a renaissance in medical education. However, the philosophy of disability inclusion must be adjusted from one where disabled trainees are viewed as problematic and having to ‘overcome’ disability to one where institutions anticipate and welcome disabled trainees as a normative part of a diverse community. Observations Most trainees with disabilities will enter an unregulated, uninformed system leaving them vulnerable to under‐accommodation, systems barriers and lack of informed support. Further, the perception of the super human good doctor creates disincentives for candidates to disclose their disability, creating structural barriers that the system needs to address. A less often discussed contributor to health care inequities is the inadequate training of health professional educators on disability rights and disability competencies. Indeed, the lack of education, coupled with minimal exposure to disability outside of the hierarchical patient‐provider relationship, perpetuates to stereotypes and biases that impact clinical care. Approach Disability inclusion has not been reviewed through the lens of quality improvement. To close this gap, we examine the state of the science through the lens of disability inclusion and offer considerations for a quality improvement approach in medical education that addresses the global revised trilogy of World Federation for Medical Education standards of quality improvement at all three levels of education, training and practice. Conclusion We propose a vision of systems‐based disability‐inclusive, accessible and equitable medical education using 9 of Deming's 14 points as applicable to medical education.

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Using the health humanities to impart disability competencies to undergraduate medical students

Cited by 13 publications

References 38 publications

Medical ethics teaching in the new undergraduate physiology competency-based curriculum in medical institutions in Delhi: A pilot, feasibility study

Medical ethics teaching in the new undergraduate physiology competency-based curriculum in medical institutions in Delhi: A pilot, feasibility study

Data for all: Tactile graphics that light up with picture-perfect resolution

Disability inclusion in medical education: Towards a quality improvement approach

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