Promoting Disability Inclusion Through an Expanded Conceptual Framework of the Learning Environment.

IF 5.3 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES
Alexandra C P Theall, Joanne E Crandall, Haley N Gamboa, Michael Chichioco, Sarah E Hughes, Larry Gruppen, Erick Hung
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引用次数: 0

Abstract

Abstract: The inclusion of people with disabilities in medicine is imperative to ensuring a diverse, culturally adept physician workforce. Despite increasing representation in U.S. medical schools, medical students with disabilities (MSWD) continue to face considerable challenges in pursuing medical education due to systemic discrimination, entrenched biases, and insufficient support and program accessibility. To systematically address the disparities and challenges faced by MSWD, there is a pressing need for a comprehensive framework to design, implement, and evaluate the breadth of initiatives employed across learning contexts needed to promote disability equity, inclusion, and belonging. Here, the authors expand on Gruppen and colleagues' existing conceptual framework of the Learning Environment (LE) in the health professions by considering the role of societal influence on students' educational experiences. The authors offer this updated conceptualization of the LE as an approach to perform detailed assessments of the broader educational climate, identify areas for improvement, implement interventions that advance equity and inclusion, and evaluate these important initiatives.The framework conceptualizes the LE as consisting of 2 dimensions-the material, which includes physical and virtual components, and the psychosocial, which adds personal, social, organizational, and societal components. These 6 components profoundly affect medical students' educational opportunities and learning outcomes. By thoughtfully considering these factors, medical schools can assess the LE in a dynamic, iterative manner. Furthermore, medical schools can foster disability equity and inclusion through the development of interventions that strategically address a spectrum of LE domains. This framework can be applied in real-world settings to support the design, implementation, and evaluation of accessibility and equity initiatives across diverse institutional contexts. By leveraging this systems-oriented framework to guide these efforts, medical schools can thoughtfully create inclusive environments that support the success of all learners.

通过扩展学习环境概念框架促进残疾包容。
摘要:将残疾人纳入医学领域是确保多样化、文化娴熟的医生队伍的必要条件。尽管在美国医学院的代表性不断增加,但由于系统性歧视、根深蒂固的偏见、支持和项目可及性不足,医学生残疾(MSWD)在追求医学教育方面仍然面临相当大的挑战。为了系统地解决MSWD面临的差异和挑战,迫切需要一个全面的框架来设计、实施和评估跨学习环境所采用的倡议的广度,以促进残疾人平等、包容和归属感。在这里,作者通过考虑社会影响对学生教育经历的作用,扩展了Gruppen和同事在卫生专业中现有的学习环境(LE)概念框架。作者将这种更新的教育绩效概念作为一种方法,对更广泛的教育环境进行详细评估,确定需要改进的领域,实施促进公平和包容的干预措施,并评估这些重要举措。该框架将LE概念化为由2个维度组成:物质维度,包括物理和虚拟组件;心理社会维度,增加个人、社会、组织和社会组件。这6个组成部分深刻影响医学生的教育机会和学习成果。通过仔细考虑这些因素,医学院可以以动态、迭代的方式评估LE。此外,医学院可以通过制定干预措施,从战略上解决一系列残疾领域的问题,促进残疾平等和包容。该框架可以应用于现实环境中,以支持设计、实施和评估不同制度背景下的无障碍和平等倡议。通过利用这个以系统为导向的框架来指导这些努力,医学院可以深思熟虑地创造包容性的环境,支持所有学习者的成功。
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来源期刊
Academic Medicine
Academic Medicine 医学-卫生保健
CiteScore
7.80
自引率
9.50%
发文量
982
审稿时长
3-6 weeks
期刊介绍: Academic Medicine, the official peer-reviewed journal of the Association of American Medical Colleges, acts as an international forum for exchanging ideas, information, and strategies to address the significant challenges in academic medicine. The journal covers areas such as research, education, clinical care, community collaboration, and leadership, with a commitment to serving the public interest.
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