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Brown MEL, Finn GM. Characterising ableism to promote inclusivity within clinical teaching. CLINICAL TEACHER 2024; 21:e13785. [PMID: 38757242 DOI: 10.1111/tct.13785] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/23/2024] [Accepted: 05/03/2024] [Indexed: 05/18/2024]
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Martin R, Hardcastle S, Moyle B, Dowlman M, Williams A. How to maximise asynchronous video resources that have been co-produced with patient partners. CLINICAL TEACHER 2023; 20:e13622. [PMID: 37874079 DOI: 10.1111/tct.13622] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/05/2023] [Accepted: 07/31/2023] [Indexed: 10/25/2023]
Abstract
Ensuring that health professional education is person centred is vital in the pursuit of person-centred clinical care. However, the volume of person-centred care content varies broadly in health professional education. One acknowledged approach to designing curriculum that is person-centred is to embed resources that have been co-produced by patients with lived and living experience. In this article, we aim to provide a guideline for the inclusion of asynchronous interdisciplinary video resources that have been co-produced by patients with lived and living experience.
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Affiliation(s)
- Romany Martin
- School of Health Sciences, University of Tasmania, Newnham, Tasmania, Australia
| | - Sibella Hardcastle
- School of Health Sciences, University of Tasmania, Newnham, Tasmania, Australia
| | - Bruce Moyle
- School of Health Sciences, University of Tasmania, Newnham, Tasmania, Australia
| | - Michele Dowlman
- School of Health Sciences, University of Tasmania, Newnham, Tasmania, Australia
| | - Andrew Williams
- School of Health Sciences, University of Tasmania, Newnham, Tasmania, Australia
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Bania TA, Gianniki M, Charitaki G, Giannakoudi S, Andreas VI, Farantou C, Aliki VI, Billis EA. Attitudes towards people with disabilities across different healthcare undergraduate students: A cluster analysis approach. PHYSIOTHERAPY RESEARCH INTERNATIONAL 2023; 28:e2032. [PMID: 37463062 DOI: 10.1002/pri.2032] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/28/2022] [Revised: 05/22/2023] [Accepted: 06/16/2023] [Indexed: 07/20/2023]
Abstract
BACKGROUND AND PURPOSE Negative attitudes towards disability amongst healthcare professionals endanger social inclusion of people with disabilities (PwD). This study aimed to investigate the attitude of undergraduate healthcare students of various disciplines towards PwD, including specific aspects of their attitude. METHODS We assessed the attitudes of university students, including physiotherapy, speech therapy, nursing, social work and medical students, through the Greek Interaction with Disabled Person Scale (IDPS) in a survey. Data were analysed using a two-step clustering technique. RESULTS Four hundred-eighty undergraduate healthcare students (21.4 ± 5.3 years-old; 135 males, 345 females) were recruited. Two-step cluster analysis identified three homogenous subgroups labelled Least positive attitude (42.3%), Moderately positive attitude (26.9%), and Most positive attitude (30.8%) groups. Τhe main differences in healthcare students' attitudes between the three distinct groups appeared to be in feelings of sympathy, fear and susceptibility towards disability, suggesting that these aspects of attitude needed to be primarily addressed. Results also revealed that females, being in higher semester/year of studies, having completed a clinical module with PwD and having frequent contact with PwD were related to more positive attitudes. CONCLUSION Taking into account that the majority of the healthcare students' sample yielded least and moderately positive attitudes, towards PwD, further actions should be taken for promoting more positive attitudes towards disability. A social model in teaching to increase student's awareness of PwD and skills to work with these people, having PwD themselves teaching such modules, focussing on positive experiences and reminding the students of the benefits of having positive attitudes towards PwD, as well as promoting ways to increase the contact of healthcare students with PwD (such as teaching in co-operation with organisations of PwD or finding alternative clinical placements with PwD), can be beneficial in promoting more positive attitudes towards disability.
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Affiliation(s)
| | - Maria Gianniki
- Department of Physiotherapy, University of Patras, Rio, Greece
| | | | | | | | | | - Velaora I Aliki
- Department of Business Administration, University of Piraeus, Piraeus, Greece
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Cardon G, Dahl E, Diaków DM, Neumann AA, Mallone K, Permar H, Benallie K, Clark T, Haverkamp C, Lindsey R, Romero S, Sherman W, Hardesty C, Carbone P, Gabrielsen T. Development and Examination of a Trainee-Led ECHO Autism Network for Rural Healthcare Providers. JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION 2022. [DOI: 10.1080/10474412.2022.2151013] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/10/2022]
Affiliation(s)
| | - Ethan Dahl
- University of Wyoming, Wyoming Institute for Disabilities, Laramie, Wyoming, USA
| | | | - Alyssa A Neumann
- Mayo Clinic, 4Division of Neurocognitive Disorders, Rochester, USA
| | | | - Haley Permar
- Missoula Area Education Cooperative, Speech-Language Pathology, Missoula, Montana, USA
| | | | | | | | | | | | | | - Canyon Hardesty
- University of Wyoming, Wyoming Institute for Disabilities, Laramie, Wyoming, USA
| | - Paul Carbone
- University of Utah Health, General Pediatrics, University Developmental Assessment Clinic, Salt Lake City, Utah, USA
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Mathan JJ, Simkin SK, Gokul A, McGhee CNJ. Down syndrome and the eye: ocular characteristics and ocular assessment. Surv Ophthalmol 2022; 67:1631-1646. [DOI: 10.1016/j.survophthal.2022.03.006] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/13/2021] [Revised: 03/27/2022] [Accepted: 03/28/2022] [Indexed: 01/20/2023]
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Werner K, St Arnold G, Crea TM. Using a community-based system dynamics approach for understanding inclusion and wellbeing: a case study of special needs education in an eastern African refugee camp. Confl Health 2021; 15:58. [PMID: 34301295 PMCID: PMC8299607 DOI: 10.1186/s13031-021-00390-5] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/01/2021] [Accepted: 06/25/2021] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Children with disabilities face unique challenges in humanitarian aid settings and education may provide protective measures against abuse and exploitation. There are growing calls for inclusive education of children with disabilities in formal education, but little guidance exists on how to enhance inclusion in complex and resource-constrained contexts of humanitarian settings. CASE PRESENTATION This study used a community-based system dynamics approach to understand key stakeholders' perspectives of the drivers and effects of inclusion and wellbeing for children with disabilities, and to elicit recommendations to enhance educational inclusion in a refugee camp in Eastern Africa. Community-based system dynamics sessions, designed based on group model building scripts and facilitated by a team of four people, took place with organization staff, community leaders, and parents and caregivers of children with disabilities. The process produced a causal loop diagram depicting the stakeholders' perspectives of how multiple components interact in a system to drive inclusion and wellbeing of children with disabilities over time. CONCLUSIONS Findings indicate participants have a broad conceptualization of inclusion, highlighting the value of community interaction and importance of meeting basic needs, and also demonstrate that including children in mainstream educational settings in a complex humanitarian context requires a more nuanced approach given the lack of existing resources to support Western models of educational inclusion fully.
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Affiliation(s)
- Kelsey Werner
- Boston College School of Social Work, 140 Commonwealth Avenue, Chestnut Hill, MA, 02467, USA.
| | - Gregory St Arnold
- Jesuit Refugee Service, International Office, Borgo Santo Spirito 4, 00193, Rome, Italy
| | - Thomas M Crea
- Boston College School of Social Work, 140 Commonwealth Avenue, Chestnut Hill, MA, 02467, USA
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Olson A, Zhang F, Cao H, Baranova A, Slavin M. In silico Gene Set and Pathway Enrichment Analyses Highlight Involvement of Ion Transport in Cholinergic Pathways in Autism: Rationale for Nutritional Intervention. Front Neurosci 2021; 15:648410. [PMID: 33958984 PMCID: PMC8093449 DOI: 10.3389/fnins.2021.648410] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/31/2020] [Accepted: 03/22/2021] [Indexed: 12/12/2022] Open
Abstract
Food is the primary human source of choline, an essential precursor to the neurotransmitter acetylcholine, which has a central role in signaling pathways that govern sensorimotor functions. Most Americans do not consume their recommended amount of dietary choline, and populations with neurodevelopmental conditions like autism spectrum disorder (ASD) may be particularly vulnerable to consequences of choline deficiency. This study aimed to identify a relationship between ASD and cholinergic signaling through gene set enrichment analysis and interrogation of existing database evidence to produce a systems biology model. In gene set enrichment analysis, two gene ontologies were identified as overlapping for autism-related and for cholinergic pathways-related functions, both involving ion transport regulation. Subsequent modeling of ion transport intensive cholinergic signaling pathways highlighted the importance of two genes with autism-associated variants: GABBR1, which codes for the gamma aminobutyric acid receptor (GABAB 1), and KCNN2, which codes for calcium-activated, potassium ion transporting SK2 channels responsible for membrane repolarization after cholinergic binding/signal transmission events. Cholinergic signal transmission pathways related to these proteins were examined in the Pathway Studio environment. The ion transport ontological associations indicated feasibility of a dietary choline support as a low-risk therapeutic intervention capable of modulating cholinergic sensory signaling in autism. Further research at the intersection of dietary status and sensory function in autism is warranted.
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Affiliation(s)
- Audrey Olson
- Department of Nutrition and Food Studies, College of Health and Human Services, George Mason University, Fairfax, VA, United States
- School of Systems Biology, College of Science, George Mason University, Manassas, VA, United States
| | - Fuquan Zhang
- Department of Psychiatry, Nanjing Medical University, Nanjing, China
| | - Hongbao Cao
- School of Systems Biology, College of Science, George Mason University, Manassas, VA, United States
- Department of Psychiatry, Shanxi Medical University, Taiyuan, China
| | - Ancha Baranova
- School of Systems Biology, College of Science, George Mason University, Manassas, VA, United States
- Research Centre for Medical Genetics, Moscow, Russia
| | - Margaret Slavin
- Department of Nutrition and Food Studies, College of Health and Human Services, George Mason University, Fairfax, VA, United States
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Shaikh-Mohammed J, Dash SS, Sarda V, Sujatha S. Design journey of an affordable manual standing wheelchair. Disabil Rehabil Assist Technol 2021:1-11. [PMID: 33663308 DOI: 10.1080/17483107.2021.1892839] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
PURPOSE Only 1 in 10 people with disabilities can access assistive devices, underlining the critical need for low-cost assistive products. This paper describes the design evolution of a manual user-operated standing wheelchair (SWC), translating from prototype to product. METHODS The SWC design has been refined over 5 years through multiple iterations based on comments from user trials. The SWC product, Arise, provides standing functionality, facile outdoor mobility, affordability, customisability, and is aesthetically pleasing. A one-time fitting and training ensure optimal effort for operation, correct posture, and comfortable user experience. The SWC accommodates users of different sizes and body weights (up to 110 kg) and minimises user effort with the use of a gas spring. Incorporating discrete adjustments enables customisation while retaining the advantages of mass manufacturing, which is necessary for ensuring affordability. RESULTS The SWC has been field-tested and well received by over 100 wheelchair users, and Arise was launched recently by the industry partner. CONCLUSIONS It should be noted that RESNA cautions on the use of any standing device without medical consultation. Nevertheless, with appropriate dissemination and awareness, it is anticipated that the affordable SWC product, Arise, will immensely benefit the eligible users and make a difference in their quality of life.Implications for RehabilitationProvides standing functionality, outdoor mobility, affordability and customisabilityAccommodates users of different sizes and body weights in a mass-manufacturable designErgonomic design reduces net user effort during sit-to-stand, stand-to-sit activityDesign iterated and refined based on feedback from over 100 user trials.
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Affiliation(s)
- Javeed Shaikh-Mohammed
- TTK Center for Rehabilitation Research and Device Development (R2D2), Department of Mechanical Engineering, Indian Institute of Technology Madras, Chennai, India
| | - Swostik Sourav Dash
- TTK Center for Rehabilitation Research and Device Development (R2D2), Department of Mechanical Engineering, Indian Institute of Technology Madras, Chennai, India
| | - Vivek Sarda
- TTK Center for Rehabilitation Research and Device Development (R2D2), Department of Mechanical Engineering, Indian Institute of Technology Madras, Chennai, India
| | - S Sujatha
- TTK Center for Rehabilitation Research and Device Development (R2D2), Department of Mechanical Engineering, Indian Institute of Technology Madras, Chennai, India
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Peiris-John R, Jain NR, Hogan A, Ameratunga S. Educating health science students about disability: Teachers' perspectives on curricular gaps. Disabil Health J 2020; 14:100985. [PMID: 32878740 DOI: 10.1016/j.dhjo.2020.100985] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/19/2020] [Revised: 07/30/2020] [Accepted: 08/07/2020] [Indexed: 10/23/2022]
Abstract
BACKGROUND People living with disabilities are significantly more likely than their peers to find health professionals' skills and facilities inadequate. The 66th World Health Assembly called for better health care for people with disabilities including more inclusive health services and a stronger focus on professional training. OBJECTIVE To explore how teachers at a New Zealand university perceived the need, approaches, and systemic challenges to enhance disability education for health professionals in training. METHODS Qualitative analysis of interviews with 11 key informants teaching in population health, medicine, nursing, pharmacy, and optometry training programmes. Transcribed interview recordings were analysed using a general inductive approach. RESULTS The participants described a range of teaching approaches that they used to increase disability awareness among their students. However, these were largely ad hoc individually driven initiatives reflecting personal interests. Participants identified a critical need to develop and implement a systematic, integrated approach to enhance disability education particularly from a social justice perspective among students in health disciplines. Engaging people with lived experience of disability in teaching and course design, and senior administrative commitment were identified as necessary to address current gaps in education. CONCLUSIONS In order to develop a health professional workforce competent to respond to the needs of people with disabilities, greater attention is required at a strategic level to enhance the profile of disability education in health curricula. Meaningful engagement of people with disability and senior leadership commitment are critical components that can enable effective progression of this agenda.
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Affiliation(s)
| | - Neera R Jain
- Faculty of Education and Social Work, University of Auckland, New Zealand
| | - Amy Hogan
- Faculty of Medical & Health Sciences, University of Auckland, New Zealand
| | - Shanthi Ameratunga
- Faculty of Medical & Health Sciences, University of Auckland, New Zealand; Counties Manukau Health - Population Health Directorate, South Auckland, New Zealand
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Hales KG. Signaling Inclusivity in Undergraduate Biology Courses through Deliberate Framing of Genetics Topics Relevant to Gender Identity, Disability, and Race. CBE LIFE SCIENCES EDUCATION 2020; 19:es2. [PMID: 32357097 PMCID: PMC8697668 DOI: 10.1187/cbe.19-08-0156] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/15/2023]
Abstract
The study of genetics centers on how encoded information in DNA underlies similarities and differences between individuals and how traits are inherited. Genetics topics covered in a wide variety of undergraduate biology classrooms can relate to various identities held by students such as gender identity, disability, and race/ethnicity, among others. An instructor's sensitive approaches and deliberate language choices regarding these topics has the potential to make the critical difference between welcoming or alienating students and can set a tone that communicates to all students the importance of diversity. Separating the sperm/egg binary from gendered terms in coverage of inheritance patterns, along with inclusion of transgender people in pedigree charts, may make the classroom more welcoming for students of diverse gender identities. Choosing nonstigmatizing language and acknowledging disability identities in discussions of genetic conditions may help students with visible and invisible disabilities feel validated. Counteracting genetics-based pseudoscientific racism and the stereotype threat to which it contributes may be facilitated by more thorough integration of quantitative and population genetics topics. Instructors may thus potentially enhance retention of students of diverse backgrounds in biology through careful consideration and crafting of how human differences are described and connected with principles of genetics.
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Affiliation(s)
- Karen G. Hales
- Department of Biology, Davidson College, Davidson, NC 28035
- *Address correspondence to: Karen G. Hales ()
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