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Working With People With Disabilities: An Interactive Video/Lecture Session for First- and Second-Year Medical Students
INTRODUCTION: Negative physician attitudes toward people with disabilities create barriers to health care for these individuals. Barriers can include withholding of standard medical and preventive care, provision of inferior treatment, and patient mistrust of the health care system. Thus, preparing...
Autores principales: | , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Association of American Medical Colleges
2020
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7331955/ https://www.ncbi.nlm.nih.gov/pubmed/32656333 http://dx.doi.org/10.15766/mep_2374-8265.10913 |
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author | Hearn, Sandra L. Hearn, Pamela J. |
author_facet | Hearn, Sandra L. Hearn, Pamela J. |
author_sort | Hearn, Sandra L. |
collection | PubMed |
description | INTRODUCTION: Negative physician attitudes toward people with disabilities create barriers to health care for these individuals. Barriers can include withholding of standard medical and preventive care, provision of inferior treatment, and patient mistrust of the health care system. Thus, preparing medical students to care for people with disabilities is especially important. Educating health care providers early in their careers can shape their interactions while their approach to patients is still deliberate. METHODS: We developed an interactive introductory session for first- and second-year medical students on how to approach individuals with observable disability in clinical settings. In the session, we explored—through a combination of lecture, discussion, and patient perspective—how negative physician behavior can create health care barriers, as well as proposed a framework for approaching patients with disability. We presented this session in two formats: (a) a slide deck with instructions that a presenter can use to deliver the session and (b) a stand-alone video introduction with reflective questions. RESULTS: The session was evaluated by 151 first-year medical students, with 79% reporting either somewhat or much more comfort approaching individuals with disability following the session. DISCUSSION: The integration of patient and physician perspectives, as well as the use of reflective questions, provides the opportunity for students to actively explore reasons for provider discomfort with disability and delineate clinical setting strategies to approach patients with disability. |
format | Online Article Text |
id | pubmed-7331955 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2020 |
publisher | Association of American Medical Colleges |
record_format | MEDLINE/PubMed |
spelling | pubmed-73319552020-07-06 Working With People With Disabilities: An Interactive Video/Lecture Session for First- and Second-Year Medical Students Hearn, Sandra L. Hearn, Pamela J. MedEdPORTAL Original Publication INTRODUCTION: Negative physician attitudes toward people with disabilities create barriers to health care for these individuals. Barriers can include withholding of standard medical and preventive care, provision of inferior treatment, and patient mistrust of the health care system. Thus, preparing medical students to care for people with disabilities is especially important. Educating health care providers early in their careers can shape their interactions while their approach to patients is still deliberate. METHODS: We developed an interactive introductory session for first- and second-year medical students on how to approach individuals with observable disability in clinical settings. In the session, we explored—through a combination of lecture, discussion, and patient perspective—how negative physician behavior can create health care barriers, as well as proposed a framework for approaching patients with disability. We presented this session in two formats: (a) a slide deck with instructions that a presenter can use to deliver the session and (b) a stand-alone video introduction with reflective questions. RESULTS: The session was evaluated by 151 first-year medical students, with 79% reporting either somewhat or much more comfort approaching individuals with disability following the session. DISCUSSION: The integration of patient and physician perspectives, as well as the use of reflective questions, provides the opportunity for students to actively explore reasons for provider discomfort with disability and delineate clinical setting strategies to approach patients with disability. Association of American Medical Colleges 2020-06-30 /pmc/articles/PMC7331955/ /pubmed/32656333 http://dx.doi.org/10.15766/mep_2374-8265.10913 Text en © 2020 Hearn and Hearn https://creativecommons.org/licenses/by-nc/4.0/ This is an open-access publication distributed under the terms of the Creative Commons Attribution-NonCommercial (https://creativecommons.org/licenses/by-nc/4.0/) license. |
spellingShingle | Original Publication Hearn, Sandra L. Hearn, Pamela J. Working With People With Disabilities: An Interactive Video/Lecture Session for First- and Second-Year Medical Students |
title | Working With People With Disabilities: An Interactive Video/Lecture Session for First- and Second-Year Medical Students |
title_full | Working With People With Disabilities: An Interactive Video/Lecture Session for First- and Second-Year Medical Students |
title_fullStr | Working With People With Disabilities: An Interactive Video/Lecture Session for First- and Second-Year Medical Students |
title_full_unstemmed | Working With People With Disabilities: An Interactive Video/Lecture Session for First- and Second-Year Medical Students |
title_short | Working With People With Disabilities: An Interactive Video/Lecture Session for First- and Second-Year Medical Students |
title_sort | working with people with disabilities: an interactive video/lecture session for first- and second-year medical students |
topic | Original Publication |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7331955/ https://www.ncbi.nlm.nih.gov/pubmed/32656333 http://dx.doi.org/10.15766/mep_2374-8265.10913 |
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