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Jain NR. Legibility: knowing disability in medical education inclusion. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2024; 29:507-530. [PMID: 37479819 PMCID: PMC11078834 DOI: 10.1007/s10459-023-10268-1] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/07/2022] [Accepted: 07/19/2023] [Indexed: 07/23/2023]
Abstract
How medical students, their teachers, and school administrators understand disability appears connected to ongoing, unequal access to medical education for disabled people. The stigmatization of disability within medical education affects students' disability disclosures, yet few studies have explored how understandings of disability influence inclusion practices beyond individual student actions. This paper develops the concept of legibility, derived from a constructivist grounded theory study that examined disability inclusion at four U.S. medical schools through interviews with 19 disabled students and 27 school officials (faculty and administrators). With two dimensions (recognition and assessment of possibility), legibility demonstrates that knowing disability is relational, contextual, and equivocal. Drawing from the field of disability studies, the paper argues that the current paradigm of disability inclusion demands that students' disability experiences be highly legible to themselves and others, yet increased legibility comes with potential risk due to prevalent ableism. While individual interactions can shift understandings of disability towards greater inclusivity, systemic action that embeds liberating discourses of disability into medical education is needed.
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Affiliation(s)
- Neera R Jain
- Centre for Medical and Health Sciences Education, Waipapa Taumata Rau - University of Auckland School of Medicine, Private Bag 92019, Auckland, 1142, New Zealand.
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2
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Tolchin DW, Ankam NS, Rydberg L. Twelve tips for including disability education in undergraduate medical education. MEDICAL TEACHER 2024:1-8. [PMID: 38386799 DOI: 10.1080/0142159x.2024.2317913] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/28/2023] [Accepted: 02/08/2024] [Indexed: 02/24/2024]
Abstract
Disability is a large and growing minority population worldwide. People with disabilities continue to experience health and healthcare disparities. Despite multiple calls to action to provide disability education within undergraduate medical education as a strategy to mitigate ongoing inequities, robust disability education is not routinely provided across medical schools. This article provides twelve tips that any medical school faculty can utilize to integrate meaningful disability education within existing core medical education.
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Affiliation(s)
- Dorothy W Tolchin
- Harvard Medical School, Boston, Massachusetts, USA
- Department of Physical Medicine and Rehabilitation, Spauling Rehabilitation Hospital, Boston, Massachusetts, USA
- Department of Physical Medicine and Rehabilitation, MassGeneral Brigham, Boston, Massachusetts, USA
| | - Nethra S Ankam
- Department of Rehabilitation Medicine, Sidney Kimmel Medical College, Thomas Jefferson University, Philadelphia, Pennsylvania, USA
| | - Leslie Rydberg
- Shirley Ryan AbilityLab, Chicago, Illinois, USA
- Department of Physical Medicine and Rehabilitation, Northwestern University Feinberg School of Medicine, Chicago, Illinois, USA
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Göttert EAF. What is fair? Ethical analysis of triage criteria and disability rights during the COVID-19 pandemic and the German legislation. JOURNAL OF MEDICAL ETHICS 2024:jme-2023-109326. [PMID: 37973368 DOI: 10.1136/jme-2023-109326] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/08/2023] [Accepted: 10/28/2023] [Indexed: 11/19/2023]
Abstract
This essay discusses the ethical challenges and dilemmas in allocating scarce medical resources during the COVID-19 pandemic, using the German legislative process as a starting point. It is guided by the right to non-discrimination of people with disability and generally contrasts utilitarian and rights-based principles of allocation. Three approaches that were suggested in the German discussion, are presented, the lottery principle, the first come first served principle and the probability to survive principle. Arguments in favour and against each principle are discussed. The focus is on the utilitarian probability to survive principle, which was adopted in German legislation in 2022, and its discriminatory potential against people with disability. The essay suggests ways to mitigate the concerns of discrimination related to the probability to survive principle. It concludes that resolving the triage dilemma requires a balanced approach between utilitarian and rights-based concerns, which promotes both maximising the number of patients surviving and the right not to be discriminated against and be treated equally. It calls for a further debate on how many ethical values such as equity, fairness and non-discrimination we are willing to sacrifice for a higher number of survivors and when we are willing to sacrifice survivors to secure ethical values.
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Affiliation(s)
- Elena Ana Francesca Göttert
- Institute for Ethics, History and Philosophy of Medicine, Medizinische Hochschule Hannover, Hannover, Germany
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4
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Towson G, Daley S, Banerjee S. Intellectual disabilities teaching for medical students: a scoping review. BMC MEDICAL EDUCATION 2023; 23:818. [PMID: 37915002 PMCID: PMC10621142 DOI: 10.1186/s12909-023-04766-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/03/2023] [Accepted: 10/11/2023] [Indexed: 11/03/2023]
Abstract
BACKGROUND People with intellectual disabilities are a marginalized group whose health experiences and outcomes are poor. Lack of skill and knowledge in the healthcare workforce is a contributing factor. In England, there is a new legislative requirement for mandatory intellectual disability training to be given to the existing healthcare workforce, including doctors. There is a lack of evidence about effective models of educational delivery of such training in medical schools. We undertook a scoping review to assess the range of intellectual disabilities educational interventions and their effectiveness. METHODS We included any study from 1980 onwards which reported an educational intervention on intellectual disability, or intellectual disability and autism, for medical students from any year group. Databases searched included PUBMED, ERIC, Scopus and Web of Science as well as searches of grey literature and hand searching two journals (Medical Education and Journal of Learning Disabilities). 2,020 records were extracted, with 1,992 excluded from initial screening, and a further 12 excluded from full-text review, leaving 16 studies for inclusion. Data was extracted, quality assessed, and findings collated using narrative analysis. RESULTS We found a variety of intervention types: classroom-based teaching, simulation, placement, home visits, and panel discussions. There was substantial variation in content. Most studies involved lived experience input. Across studies, interventions had different learning outcomes which made it difficult to assess effectiveness. Overall study quality was poor, with high use of non-validated measures, making further assessment of effectiveness problematic. CONCLUSIONS There is a need for more consistency in intervention design, and higher quality evaluation of teaching in this area. Our review has drawn attention to the variety in teaching on this topic area and further research should focus on updating this review as curriculum changes are implemented over time.
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Affiliation(s)
- Georgia Towson
- Brighton and Sussex Medical School, Centre for Dementia Studies, University of Sussex, Trafford Building, Room 101, Falmer, BN1 9RY, UK
| | - Stephanie Daley
- Brighton and Sussex Medical School, Centre for Dementia Studies, University of Sussex, Trafford Building, Room 101, Falmer, BN1 9RY, UK.
| | - Sube Banerjee
- Faculty of Medicine and Health Sciences, University of Nottinham, Nottingham, UK
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Salazar K, Adams JL, Nies MA, Robinson R, Hedwig T, Hellem T. Our Patients Need Empathy Training across Healthcare Professions. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:100011. [PMID: 37288677 DOI: 10.1016/j.ajpe.2022.09.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/15/2022] [Revised: 09/22/2022] [Accepted: 09/30/2022] [Indexed: 06/09/2023]
Abstract
Vulnerable populations are those who experience disparity at a disproportionate rate. For this article, specific vulnerable populations of interest include people who experience intellectual or developmental disorders, mental illness, or substance misuse. Vulnerable populations are some of the most stigmatized populations in our society. Research shows that vulnerable populations receive less empathic care than general health care populations, resulting in reduced quality of care and disparities in health outcomes. Empathy, a necessary health care competency, is associated with improved patient outcomes, enhanced job satisfaction, and increased retention and resilience across health care professions. However, there is no current standard for how empathy is taught, assessed, or sustained. Even when empathy education is implemented in healthcare professions curricula, research has demonstrated that it appears to erode with experience and time. In addition, the COVID-19 pandemic has exacerbated inequities in health care systems, with consequences for both patients and providers. There is an urgent need to develop efficacious training in empathy across health care professions to foster and sustain a robust workforce and improve health care experiences and outcomes.
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Affiliation(s)
- Krista Salazar
- University of New Mexico College of Pharmacy, Albuquerque, NM, USA
| | | | - Mary A Nies
- Idaho State University College of Health, Pocatello, ID, USA
| | - Renee Robinson
- Idaho State University College of Pharmacy, Anchorage, AK, USA
| | - Travis Hedwig
- University of Alaska Anchorage College of Health, Anchorage, AK, USA
| | - Tracy Hellem
- Montana State University Mark and Robyn Jones College of Nursing, Bozeman, MT, USA
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Robertson ML, Mushero N, Demers L, Goroncy A, Chippendale R. Inequities in the care of older adults: Identifying education gaps in geriatric medicine fellowship. GERONTOLOGY & GERIATRICS EDUCATION 2023; 44:254-260. [PMID: 35272580 DOI: 10.1080/02701960.2022.2047037] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/04/2023]
Abstract
The past year amplified inequities in the care of older adults. Milestones focused on social determinants of health (SDOH) are lacking within Geriatric fellowship training. A virtual learning collaborative GERIAtrics Fellows Learning Online And Together (GERI-A-FLOAT) was developed to connect trainees nationwide. To address gaps in education around SDOH, a needs assessment was conducted to inform a curricular thread. A voluntary, anonymous survey was distributed to fellows through a broad network. We sought to understand prior curricula trainees had that were specifically focused on SDOH and older adults. Respondents prioritized topic areas for the curriculum. Seventy-five respondents completed the survey. More than 50% of participants indicated no training on homelessness, immigration, racism, or LGBTQ+ health at any level of medical training, with more than 70% having no training in sexism or care of formerly incarcerated older adults. The most commonly taught concepts were ableism, ageism, and poverty. Respondents prioritized the topic of racism, ageism, and ableism. There is a lack of consistent SDOH curricula pertaining to older adults across all levels of training. This needs assessment is guiding a curricular thread for GERI-A-FLOAT and ideally larger milestones for fellowships. The time is now to prepare future geriatricians to serve as change agents.
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Affiliation(s)
- Mariah Lyn Robertson
- Division of Geriatric Medicine and Gerontology, Johns Hopkins University School of Medicine, Columbia, Maryland, USA
| | - Nicole Mushero
- Section of Geriatrics, Department of Medicine, Boston University School of Medicine, Boston, Massachusetts, USA
| | - Lindsay Demers
- Section of Geriatrics, Department of Medicine, Boston University School of Medicine, Boston, Massachusetts, USA
| | - Anna Goroncy
- Department of Family and Community Medicine, University of Cincinnati, Cincinnati, Ohio, USA
| | - Ryan Chippendale
- Section of Geriatrics, Department of Medicine, Boston University School of Medicine, Boston, Massachusetts, USA
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People With Functional Disability and Access to Health Care During the COVID-19 Pandemic: A US Population-based Study. Med Care 2023; 61:58-66. [PMID: 36040096 PMCID: PMC9830960 DOI: 10.1097/mlr.0000000000001765] [Citation(s) in RCA: 5] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/14/2023]
Abstract
INTRODUCTION The COVID-19 pandemic and nationwide restriction measures have disrupted health care delivery and access for the general population. There is limited evidence about access to care issues (delayed and forgone care) due to the pandemic among people with disability (PWD). METHODS This study used the 2020 National Health Interview Survey data. Disability status was defined by disability severity (moderate and severe disability), type, and the number of disabling limitations. Descriptive analysis and multivariate logistic regression (adjusted for sociodemographic and health-related characteristics) were conducted to estimate delayed/forgone care (yes/no) between PWD and people without disability (PWoD). RESULTS Among 17,528 US adults, 40.7% reported living with disability. A higher proportion of respondents with severe and moderate disability reported delaying care than PWoD (severe=33.2%; moderate=27.5%; PWoD=20.0%, P <0.001). The same was true for forgone medical care (severe=26.6%; moderate=19.0%; PWoD=12.2%, P <0.001). Respondents with a moderate disability {delayed [odds ratio (OR)=1.33, 95% confidence interval (CI)=1.19, 1.49]; forgone [OR=1.46, 95% CI=1.28, 1.67]} and a severe disability [delayed (OR=1.52, 95% CI=1.27, 1.83); forgone (OR=1.84, 95% CI=1.49, 2.27)] were more likely to report delayed medical care and forgone medical care compared with PWoD. These findings were consistent across the models using disability type and the number of limitations. CONCLUSIONS PWD were more likely to experience COVID-19-related delays in or forgone medical care compared with PWoD. The more severe and higher frequency of disabling limitations were associated with higher degrees of delayed and forgone medical care. Policymakers need to develop disability-inclusive responses to public health emergencies and postpandemic care provision among PWD.
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Kimmel A, Nozetz E, Salisbury M, Okanlami O, Talwalkar J, Martin A. Treating Children With Physical Disabilities: A Video-Based Educational Resource Using Simulated Participants. JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2023; 10:23821205231162579. [PMID: 37077672 PMCID: PMC10107377 DOI: 10.1177/23821205231162579] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/15/2022] [Accepted: 02/13/2023] [Indexed: 05/03/2023]
Abstract
OBJECTIVES Children with physical disabilities (CWPD) have historically experienced inadequate and insensitive care across medical settings. A lack of comfort and knowledge about CWPD is prevalent among healthcare provider trainees. We developed a new, readily distributable educational resource about CWPD for healthcare students and conducted a study to determine its efficacy in improving their attitudes toward CWPD. METHODS We collaborated with a working group of stakeholders in the disability community to develop an educational resource for healthcare students. We developed nine short video clips (with a cumulative duration of 27 min) of a primary care visit using simulated participants and embedded them into a 50-min workshop. We conducted a study of the workshop's utility for volunteer healthcare students using synchronous videoconferencing. Participating students completed assessments at baseline and after the workshop. Our primary outcome measure was a change in the Attitudes to Disabled Persons-Original (ATDP-O) scale. RESULTS Forty-nine healthcare students participated in the training session: 29 (59%) from medicine, and 21 (41%) from physician assistant or nursing programs. The materials were easy to deliver virtually. The workshop resulted in measurable change in attitudes regarding physical disabilities, with improvement in ATDP-O scores between baseline (M = 31.2, SD = 8.9) and endpoint (M = 34.8, SD = 10.1) scores (t (49)= 3.28, P = .002, Cohen's d = 0.38). CONCLUSION This video-based educational resource on CWPD is readily distributable and can be delivered virtually as a workshop. The video-enhanced workshop improved healthcare students' perceptions and attitudes toward CWPDs. All materials are available to view, download, or adapt by end-use instructors.
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Affiliation(s)
| | - Erin Nozetz
- Department of Pediatrics, Yale School of Medicine, New Haven, CT, USA
| | | | - Oluwaferanmi Okanlami
- Family Medicine/Physical Medicine &
Rehabilitation/Urology, Michigan Medicine, Ann Arbor, MI, USA
- Services for Students with
Disabilities, and Adaptive Sports & Fitness, University of Michigan, Ann Arbor, MI, USA
| | | | - Andrés Martin
- Child Study Center, Yale School of Medicine, New Haven, CT, USA
- Simulated Participant Program, Teaching
and Learning Center, Yale School of Medicine, New Haven, CT, USA
- Andrés Martin, Child Study Center, Yale
School of Medicine, New Haven, CT 06520, USA.
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Ankam NS, Seymour R, Scher C, Truong S, Ziring D, Frasso R. Exploring How Case-Based Learning Addresses Disability. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2022; 97:S152. [PMID: 37838884 DOI: 10.1097/acm.0000000000004824] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/20/2023]
Affiliation(s)
- Nethra S Ankam
- Author affiliations: N.S. Ankam, R. Seymour, S. Truong, D. Ziring, Sidney Kimmel Medical College at Thomas Jefferson University; C. Scher, University College Dublin, School of Medicine; R. Frasso, College of Population Health at Thomas Jefferson University
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Feldner HA, Evans HD, Chamblin K, Ellis LM, Harniss MK, Lee D, Woiak J. Infusing disability equity within rehabilitation education and practice: A qualitative study of lived experiences of ableism, allyship, and healthcare partnership. FRONTIERS IN REHABILITATION SCIENCES 2022; 3:947592. [PMID: 36188899 PMCID: PMC9397845 DOI: 10.3389/fresc.2022.947592] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/18/2022] [Accepted: 07/13/2022] [Indexed: 11/21/2022]
Abstract
Background Addressing issues of diversity, equity, and inclusion (DEI) has become central in implementing inclusive and socially responsible rehabilitation education and clinical practice. Yet, the constructs of disability and d/Deaf identity and culture, as well as ableism and allyship are often overlooked. Or, these concepts are approached using outdated philosophical perspectives that pathologize disability and fail to prioritize the lived experiences, expertise, intersectionality, and self-identified needs of people with disabilities. A Critical Disability Studies (CDS) framework may provide a background for better understanding and responding to these issues through allyship. Purpose This study employed a CDS framework to understand the lived experiences of ableism and allyship from faculty, staff, and students on University of Washington (UW) campuses who identify as d/Deaf, disabled/with a disability, or as having a chronic health condition. Methods During 2020–2021, we conducted in-depth, semi-structured interviews and focus groups with 22 diverse undergraduate and graduate students, faculty, and staff with disabilities, one third who also identified as people of color. Encounters were audio-recorded, transcribed verbatim, and coded using constant comparison until themes emerged. Results Four major themes that emerged from the data are: (1) Ever-present ableism in healthcare, (2) Ableism at the intersections, (3) COVID: Surfacing ableism and expanding access, and (4) Disability allyship and healthcare partnership building. Experiences of ableism and allyship were identified at individual, group/unit, and institutional/systemic levels, though participants reported significantly fewer instances of allyship compared to experiences of ableism. Participants identified intersections between disability and other marginalized identities and juxtaposed the benefits of widespread adoption of many access-increasing practices and technologies due to the COVID-19 pandemic, while also highlighting ways in which the pandemic created new obstacles to inclusion. Conclusions This analysis provides insights into ways of implementing inclusive practices in rehabilitation education, practice, and beyond. Rehabilitation students, faculty, and staff may not be aware of how ableism affects their disabled peers or underpins their professional education. It is important to cultivate opportunities within professional education and clinical training to explicitly address our collective role in creating inclusive and accessible academic and healthcare experiences for our diverse community post COVID-19. Drawing on a CDS framework, the research team devised the mnemonic TRAC, which includes Training, Recognition and Representation, Attendance and Action, and Calling to account as strategic guidelines for operationalizing such opportunities.
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Affiliation(s)
- Heather A. Feldner
- Department of Rehabilitation Medicine, University of Washington, Seattle, WA, United States
- Disability Studies Program, University of Washington, Seattle, WA, United States
- Center for Research and Education on Accessible Technology and Experiences (CREATE), University of Washington, Seattle, WA, United States
- *Correspondence: Heather A. Feldner
| | - Heather D. Evans
- Department of Rehabilitation Medicine, University of Washington, Seattle, WA, United States
- Disability Studies Program, University of Washington, Seattle, WA, United States
| | - Katherine Chamblin
- Disability Studies Program, University of Washington, Seattle, WA, United States
| | - Lesley M. Ellis
- The Disability and Deaf Cultural Center, University of Washington, Seattle, WA, United States
| | - Mark K. Harniss
- Department of Rehabilitation Medicine, University of Washington, Seattle, WA, United States
- Disability Studies Program, University of Washington, Seattle, WA, United States
| | - Danbi Lee
- Department of Rehabilitation Medicine, University of Washington, Seattle, WA, United States
- Disability Studies Program, University of Washington, Seattle, WA, United States
| | - Joanne Woiak
- Disability Studies Program, University of Washington, Seattle, WA, United States
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Benedetto LE, Carpenter SL. Students as Advocates for the Integration of Disability Curricula in Medical Education. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2022; 97:1101-1102. [PMID: 34618731 DOI: 10.1097/acm.0000000000004446] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Affiliation(s)
- Lauren E Benedetto
- Medical student, University of Connecticut School of Medicine, Farmington, Connecticut; ; ORCID: https://orcid.org/0000-0003-2285-8094
| | - Sandra L Carpenter
- Medical student, University of Connecticut School of Medicine, Farmington, Connecticut
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12
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Smeltz LR, Carpenter SL. Reflecting on Health Inequities in a Global Pandemic: The Need for Disability-Conscious Public Health Strategies. Am J Public Health 2022; 112:592-594. [PMID: 35319935 PMCID: PMC8961840 DOI: 10.2105/ajph.2021.306666] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/07/2021] [Indexed: 11/04/2022]
Affiliation(s)
- Lydia R Smeltz
- Lydia R. Smeltz is a first-year medical student at the Pennsylvania State University College of Medicine, Hershey. Sandra L. Carpenter is a fourth-year medical student at the University of Connecticut School of Medicine, Farmington
| | - Sandra L Carpenter
- Lydia R. Smeltz is a first-year medical student at the Pennsylvania State University College of Medicine, Hershey. Sandra L. Carpenter is a fourth-year medical student at the University of Connecticut School of Medicine, Farmington
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13
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Haque M, Khan S, Sandhu A, Armstrong K. Social media and the practice of pediatric physical medicine and rehabilitation in the COVID-19 pandemic: A new era in patient-care. J Pediatr Rehabil Med 2022; 15:413-416. [PMID: 36031919 DOI: 10.3233/prm-220050] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
Social media represents a significant source of health information for the public, especially during the COVID-19 pandemic where gatherings are limited. It is important for pediatric physical medicine and rehabilitation physicians to understand how their patients use these platforms in order to educate the public and provide sound medical advice on social media. Given the lack of current guidelines on medical education through social media, the purpose of this paper is to provide an overview of various online social media platforms and describe how they can be utilized to enhance pediatric patient education. It is necessary to understand the different educational functions and limitations of the various social media platforms. This text provides a comprehensive overview of different social media platforms, their educational uses, limitations, and sample accounts. Relevant to the COVID-19 pandemic, social media can improve the efficiency of educational delivery and clinic workflow. Although social media is not meant to replace physician-patient relationships, it can be used as a surrogate for health information and improve- even start- physician-patient relationships. Despite the benefits of social media, pediatric physiatrists may be hesitant to utilize these platforms for several reasons. This text provides an overview of common barriers to social media usage by physicians and recommendations to overcome them. Given that the pandemic has led to increased social media usage, physicians should be aware of its implications on patient care and how they can be used to enhance the practice of pediatric physical medicine and rehabilitation. As social media usage by both patients and physicians grows, more research is needed to create recommendations on how pediatric physiatrists can best utilize social media to educate the public in an enjoyable manner while maintaining a professional image.
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Affiliation(s)
- Mahfujul Haque
- Michigan State University College of Human Medicine, East Lansing, MI, USA.,Department of Physical Medicine and Rehabilitation, Mary Free Bed Hospital, Grand Rapids, MI, USA
| | - Shahrin Khan
- Wayne State University School of Medicine, Detroit, MI, USA
| | - Amar Sandhu
- Michigan State University College of Osteopathic Medicine, Detroit, MI, USA
| | - Kelly Armstrong
- Michigan State University College of Human Medicine, East Lansing, MI, USA.,Department of Physical Medicine and Rehabilitation, Mary Free Bed Hospital, Grand Rapids, MI, USA
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14
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Chardavoyne PC, Henry AM, Forté KS. Understanding Medical Students' Attitudes Towards and Experiences with Persons with Disabilities and Disability Education. Disabil Health J 2022; 15:101267. [DOI: 10.1016/j.dhjo.2021.101267] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/19/2021] [Revised: 12/07/2021] [Accepted: 12/30/2021] [Indexed: 11/30/2022]
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15
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El-Marbouhe-El-Faqyr K, Jiménez-Lasserrotte MDM, Fernández-Medina IM, Fernández-Sola C, Hernández-Padilla JM, Antequera-Raynal LH. Experience of Primary Care Nurses of Sexuality Care for Persons with Disabilities: A Qualitative Study. Healthcare (Basel) 2021; 9:healthcare9121711. [PMID: 34946436 PMCID: PMC8700835 DOI: 10.3390/healthcare9121711] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/22/2021] [Revised: 12/03/2021] [Accepted: 12/07/2021] [Indexed: 11/16/2022] Open
Abstract
(1) Background: Disability is a dynamic interaction between a person's health conditions and personal and environmental factors. Disability is an evolving concept, which can be improved by intervening in the barriers that prevent disabled people from functioning in their daily life and enjoying a satisfactory sexual life. Sexuality is an important dimension of life that affects people's well-being. The aim was to describe and understand the experiences of primary care nurses regarding care for the sexuality of persons with disabilities. (2) Methods: A descriptive qualitative study was designed. Twenty-one in-depth interviews were conducted with nurses. A thematic analysis was used to analyse the data. (3) Results: three main themes emerged: (1) Initial assessment of the patient: competencies for a nurse-patient therapeutic relationship; (2) A comprehensive approach to nursing care for persons with disabilities: the importance of sexuality; and (3) Sex counselling in nursing consultations. (4) Conclusions: Nurses have the skills to develop a good therapeutic relationship with patients. Planning of nursing interventions is required in order to promote individual coping, emotional support, and sex education. Sex counselling is essential to promote autonomy, with the figure of the sex therapist emerging for this purpose.
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Affiliation(s)
- Karim El-Marbouhe-El-Faqyr
- Department of Nursing Physiotherapy and Medicine, University of Almería, 04120 Almería, Spain; (K.E.-M.-E.-F.); (I.M.F.-M.); (C.F.-S.); (J.M.H.-P.); (L.H.A.-R.)
| | - María del Mar Jiménez-Lasserrotte
- Department of Nursing Physiotherapy and Medicine, University of Almería, 04120 Almería, Spain; (K.E.-M.-E.-F.); (I.M.F.-M.); (C.F.-S.); (J.M.H.-P.); (L.H.A.-R.)
- Correspondence: ; Tel.: +34-950214589
| | - Isabel María Fernández-Medina
- Department of Nursing Physiotherapy and Medicine, University of Almería, 04120 Almería, Spain; (K.E.-M.-E.-F.); (I.M.F.-M.); (C.F.-S.); (J.M.H.-P.); (L.H.A.-R.)
| | - Cayetano Fernández-Sola
- Department of Nursing Physiotherapy and Medicine, University of Almería, 04120 Almería, Spain; (K.E.-M.-E.-F.); (I.M.F.-M.); (C.F.-S.); (J.M.H.-P.); (L.H.A.-R.)
- Facultad de Ciencias de la Salud, Universidad Autónoma de Chile, Terrunco 4780000, Chile
| | - José Manuel Hernández-Padilla
- Department of Nursing Physiotherapy and Medicine, University of Almería, 04120 Almería, Spain; (K.E.-M.-E.-F.); (I.M.F.-M.); (C.F.-S.); (J.M.H.-P.); (L.H.A.-R.)
- Department of Adult, Child and Midwifery, School of Health and Education, Middlesex University, London NW4 4BT, UK
| | - Laura Helena Antequera-Raynal
- Department of Nursing Physiotherapy and Medicine, University of Almería, 04120 Almería, Spain; (K.E.-M.-E.-F.); (I.M.F.-M.); (C.F.-S.); (J.M.H.-P.); (L.H.A.-R.)
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van Buuren A, Yaseen W, Veinot P, Mylopoulos M, Law M. Later is too late: Exploring student experiences of diversity and inclusion in medical school orientation. MEDICAL TEACHER 2021; 43:538-545. [PMID: 33529540 DOI: 10.1080/0142159x.2021.1874326] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
BACKGROUND While there is increasing effort among medical schools to recruit diverse students, there is a paucity of research into the unique experiences of these students during their transition to medicine. This study explored how experiences during medical school orientation influence students' transition into the medical profession. METHODS Semi-structured interviews were conducted (April-August 2019) with 16 first-year Canadian medical students. We applied descriptive thematic analysis using a constant comparative approach. Verbatim transcripts were coded and analyzed to elucidate themes. RESULTS Participants highlighted the importance of social orientation during their transition into medical school and noted experiencing complex social pressures during this time. They shared how incoming students were introduced to the dominant medical professional identity during orientation. Participants noted tensions during this period, many of which revolved around the dominant identity and their past, present and future selves. CONCLUSIONS Longstanding issues of diversity and inclusion in medicine manifest from day one of medical school. While orientation may be intended as a transition period to welcome students into the profession, it is a crucial period for medical schools to intentionally establish a commitment to an inclusive culture. Waiting to do so after identity formation has already begun is a missed opportunity.
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Affiliation(s)
- Asia van Buuren
- Temerty Faculty of Medicine, University of Toronto, Toronto, Canada
| | - Wid Yaseen
- Temerty Faculty of Medicine, University of Toronto, Toronto, Canada
| | - Paula Veinot
- Independent Research Consultant, Halifax, Canada
| | - Maria Mylopoulos
- Temerty Faculty of Medicine and Wilson Centre, University of Toronto, Toronto, Canada
| | - Marcus Law
- Department of Family and Community Medicine, and MD Program, Temerty Faculty of Medicine, University of Toronto, Toronto, Canada
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