Student-Led Workshop on Disability Advocacy.

Autor:	Piasecki-Masters C; From the SUNY Upstate Medical University, Syracuse, New York (CP-M); University of South Florida Health Morsani College of Medicine, Tampa, Florida (NN); Lehigh Valley Health Network, Lehighton, Pennsylvania (NN); Penn State College of Medicine, Hershey, Pennsylvania (LS); Albany Medical College, Albany, New York (VB); Department of Psychiatry and Behavioral Sciences, Duke University School of Medicine, Durham, North Carolina (DR); Thomas Jefferson University Sidney Kimmel Medical College, Philadelphia, Pennsylvania (NA); and SUNY Department of Physical Medicine and Rehabilitation, Syracuse, New York (MAT)., Newcomb N, Smeltz L, Bresier V, Rubenstein D, Ankam N, Turk MA
Jazyk:	angličtina
Zdroj:	American journal of physical medicine & rehabilitation [Am J Phys Med Rehabil] 2024 Oct 01; Vol. 103 (10), pp. e141-e144. Date of Electronic Publication: 2024 Feb 29.
DOI:	10.1097/PHM.0000000000002465
Abstrakt:	Abstract: Medical students can be powerful advocates for and in partnership with the disability community, yet opportunities for targeted advocacy training are sparse. In February 2023, a medical student-led workshop on disability advocacy for trainees took place at the Association of Academic Physiatrists' Annual Conference. The aims of this session were for trainees to (1) identify existing gaps in disability education at their institution and in policy around disability-related issues; (2) improve perceived ability to engage in disability-related education and policy-based advocacy; and (3) apply an intersectional lens to identify opportunities for intersectionality in disability advocacy. Presession and postsession responses were anonymously submitted via Qualtrics. Of 31 presurvey respondents, 18 responded to the postsurvey, and 12 were identified as having matching unique identifiers. After the workshop, participants overall were more likely to report being very/somewhat confident about their ability to identify gaps in disability education at their institution (75.0% vs. 100.0%, P = 0.011), policy around disability-related issues (41.7% vs. 100.0%, P < 0.006), and opportunities for intersectionality in disability advocacy (33.3% vs. 91.7%, P < 0.015). Participants were more likely to report being very/somewhat confident in engaging in education-based advocacy (58.3% vs. 100.0%, P = 0.006), policy-based advocacy (16.7% vs. 91.7%, P < 0.002), and intersectional disability advocacy (41.7% vs. 91.7%, P < 0.006). All attendees strongly/somewhat agreed with the statements "I hope that this session will continue in future years" and "I think that other trainees would benefit from a similar course." This session was shown to effectively meet the intended goals of the program. 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. Financial disclosure statements have been obtained. DR is funded by NIH grant TL1TR002555. MAT is funded through a cooperative agreement with Centers for Disease Control and Prevention, National Center for Birth Defects and Developmental Disabilities (1U19DD001218; Disability Research and Dissemination Center) and is Co-Editor-in-Chief for Disability and Health Journal, Elsevier. No conflicts of interest have been reported by the authors or by any individuals in control of the content of this article. (Copyright © 2024 Wolters Kluwer Health, Inc. All rights reserved.)
Databáze:	MEDLINE
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