消除本科医学教育中的残疾歧视:残障意识训练的有益实践。

IF 2.1 3区 教育学 Q2 EDUCATION, SCIENTIFIC DISCIPLINES
Liz Bowen, Kerry Devlin, Laura Guidry-Grimes, Gabrielle E Milner, Mildred Z Solomon, Dorothy W Tolchin, Lisa Young, Stephanie P Van, Erik Parens
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引用次数: 0

摘要

美国的医疗保健人员为残疾人提供的护理标准与为非残疾人提供的护理标准不同。许多学术医疗机构并不经常提供有残疾意识的医疗培训,许多临床医生和医学教育者觉得自己没有能力将反残疾学习目标纳入他们的课程。通过对文献的批判性回顾和对医学教育者、专业组织代表和残疾倡导者的采访,本文提出了有希望的残疾意识的本科医学教育实践。基于残疾研究和残疾权利与司法框架的残疾意识教育不同于针对残疾的教育,后者可能不会超出残疾的生物医学模型。首先,我们定义了当前的残疾教学方法,强调了进一步发展的局限性和机会。然后,我们确定并分析了支持学习者残疾意识发展的残疾教学方法。通过关注课程形式和理论框架,我们提供了医学院可以采取的具体方法,使学生具备为残疾患者提供公平护理所需的知识、态度、技能和实践。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Dismantling Ableism in Undergraduate Medical Education: Promising Practices in Disability-Conscious Training.

The healthcare workforce in the United States does not provide the same standard of care for people with disabilities as for nondisabled people. Many academic medical institutions do not routinely offer disability-conscious medical training, and many clinicians and medical educators feel ill-equipped to incorporate anti-ableist learning goals into their curricula. Drawing on a critical review of the literature and interviews with medical educators, representatives of professional organizations, and disability advocates, this article presents promising practices for disability-conscious undergraduate medical education. Disability-conscious education, which is grounded in the insights of disability studies and disability rights and justice frameworks, is distinguished from disability-specific education, which may not extend beyond biomedical models of disability. First, we define current approaches to teaching about disability, highlighting limitations and opportunities for further development. We then identify and analyze approaches to teaching about disability that support the development of disability consciousness among learners. With attention to both curricular format and theoretical frameworks, we offer concrete approaches that medical schools can take to equip students with the knowledge, attitudes, skills, and practices they need to provide equitable care for patients with disabilities.

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来源期刊
Teaching and Learning in Medicine
Teaching and Learning in Medicine 医学-卫生保健
CiteScore
5.20
自引率
12.00%
发文量
64
审稿时长
6-12 weeks
期刊介绍: Teaching and Learning in Medicine ( TLM) is an international, forum for scholarship on teaching and learning in the health professions. Its international scope reflects the common challenge faced by all medical educators: fostering the development of capable, well-rounded, and continuous learners prepared to practice in a complex, high-stakes, and ever-changing clinical environment. TLM''s contributors and readership comprise behavioral scientists and health care practitioners, signaling the value of integrating diverse perspectives into a comprehensive understanding of learning and performance. The journal seeks to provide the theoretical foundations and practical analysis needed for effective educational decision making in such areas as admissions, instructional design and delivery, performance assessment, remediation, technology-assisted instruction, diversity management, and faculty development, among others. TLM''s scope includes all levels of medical education, from premedical to postgraduate and continuing medical education, with articles published in the following categories:
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