Introduction to Disability and Antiableist Health Care: A Pilot, Student-Led Module for Preclinical Medical Students.

Autor:	Smeltz L; From the Penn State College of Medicine, Hershey, Pennsylvania (LS, TS, ALD); Beth Israel Deaconess Medical Center, Boston, Massachusetts (SC); Children's Hospital Los Angeles, Los Angeles, California (LB); University of South Florida Morsani College of Medicine, Tampa, Florida (NN); Duke University School of Medicine, Durham, North Carolina (DR); Division of Biostatistics and Bioinformatics, Department of Public Health Sciences, Penn State College of Medicine, Hershey, Pennsylvania (TK); and Duke University School of Medicine, Durham, North Carolina (CL)., Carpenter S, Benedetto L, Newcomb N, Rubenstein D, King T, Lunsford C, Shaw T, DeWaters AL
Jazyk:	angličtina
Zdroj:	American journal of physical medicine & rehabilitation [Am J Phys Med Rehabil] 2024 May 01; Vol. 103 (5), pp. e54-e57. Date of Electronic Publication: 2024 Jan 12.
DOI:	10.1097/PHM.0000000000002399
Abstrakt:	Abstract: Physical medicine and rehabilitation physicians often care for disabled patients, who comprise America's largest marginalized population. Despite medical students' and physicians' discomfort with caring for disabled patients and the pervasiveness of ableism in health care, medical education lacks disability-focused education. Kern's approach to curriculum development and disability community input were used to design a three-part, elective curriculum for first-year medical students. Part one introduced disability models and language. Part two described how to perform a comprehensive history and physical examination for a disabled patient using ADEPT-CARE. Part three provided an overview of disability history and the disability rights movement. The curriculum's goal was to improve students' attitudes regarding disability health and self-perceived knowledge and confidence in caring for patients with disabilities. The curriculum was evaluated through presurvey and postsurvey. Students favorably reviewed the curriculum. One hundred percent of students ( n = 21) agreed or strongly agreed that the curriculum improved their knowledge of disability health, increased their perceived confidence in caring for patients with disabilities, and enhanced their medical education. There were no statistically significant differences in students' attitudes toward patients with disabilities after curriculum completion. Our asynchronous module provides one potential curriculum for increasing preclinical medical students' self-perceived knowledge of disability health. Competing Interests: Financial disclosure statements have been obtained, and no conflicts of interest have been reported by the authors or by any individuals in control of the content of this article. (Copyright © 2023 Wolters Kluwer Health, Inc. All rights reserved.)
Databáze:	MEDLINE
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