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Ankam NS, Bosques G, Sauter C, Stiens S, Therattil M, Williams FH, Atkins CC, Mayer RS. Competency-Based Curriculum Development to Meet the Needs of People With Disabilities: A Call to Action. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2019; 94:781-788. [PMID: 30844926 DOI: 10.1097/acm.0000000000002686] [Citation(s) in RCA: 46] [Impact Index Per Article: 9.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
People with disabilities constitute 22.2% of the population in the United States, and virtually all physicians have people with disabilities in their clinical practice across a wide range of diagnostic groups. However, studies demonstrate that people with disabilities are inadequately served by the health care system, leading to high costs and poor outcomes. The authors argue that one cause of this discrepancy is that medical students receive limited training in the care of people with disabilities and may therefore not be able to adequately meet the competencies that underlie the Core Entrustable Professional Activities for Entering Residency. To address these gaps, the authors present practical examples of integrating concepts of disability into the curriculum with minimal additional time requirements. A comprehensive disability curriculum is suggested to include active classroom learning, clinical, and community-based experiences. At institutions that do not have a comprehensive curriculum, the authors recommend adding disability-related knowledge and skill acquisition to existing curricula through modifications to current case-based learning, simulated patients, and objective structured clinical examinations. To facilitate curriculum development, they recommend that the World Health Organization International Classification of Functioning, Disability, and Health be used as a tool to build disability concepts into active learning. The goal of these recommended curricular changes is to enhance student performance in the clinical management of people with disabilities and to better train all future physicians in the care of this population.
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Affiliation(s)
- Nethra S Ankam
- N.S. Ankam is associate professor and director of undergraduate medical education, Department of Rehabilitation Medicine, Sidney Kimmel Medical College, Thomas Jefferson University, Philadelphia, Pennsylvania. G. Bosques is associate professor of physical medicine and rehabilitation, University of Texas Health Science Center at Houston (UTHealth) Medical School, and medical staff, Shriners Hospital for Children, TIRR Memorial Hermann and Children's Memorial Hermann Hospital, Houston, Texas. C. Sauter is assistant professor and director of undergraduate medical education, Department of Physical Medicine and Rehabilitation, Medical College of Wisconsin, Milwaukee, Wisconsin. S. Stiens was associate professor, Department of Rehabilitation Medicine, University of Washington School of Medicine at the time this article was written, and is curator of education, Stiens' Designs: Personal Enablement, LLC, Seattle, Washington. M. Therattil is clinical assistant professor, Arthur S. Abramson Department of Physical Medicine and Rehabilitation, Albert Einstein College of Medicine/Montefiore Medical Center, Bronx, New York, and director of medical education, Clinical Education Program, St. Lawrence Rehabilitation Center and Drexel University College of Medicine, Philadelphia, Pennsylvania. F.H. Williams is chief of physical medicine and rehabilitation, UMass Memorial Medical Center, and clinical professor of orthopedics and physical rehabilitation, University of Massachusetts Medical School, Worcester, Massachusetts. C.C. Atkins is adjunct professor of anatomy and physiology, Pomeroy College of Nursing at Crouse Hospital, Syracuse, New York, chief operations officer, MD Grand Rounds, Baltimore, Maryland, and chief executive officer, Cold Fusion Technologies LLC, Carthage, New York. R.S. Mayer is vice chair of education, Department of Physical Medicine and Rehabilitation, and associate professor of physical medicine and rehabilitation, Johns Hopkins School of Medicine, Baltimore, Maryland
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Havercamp SM, Scott HM. National health surveillance of adults with disabilities, adults with intellectual and developmental disabilities, and adults with no disabilities. Disabil Health J 2014; 8:165-72. [PMID: 25595297 DOI: 10.1016/j.dhjo.2014.11.002] [Citation(s) in RCA: 143] [Impact Index Per Article: 14.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/02/2014] [Revised: 09/29/2014] [Accepted: 11/04/2014] [Indexed: 12/15/2022]
Abstract
BACKGROUND People with disabilities experience worse health and poorer access to health care compared to people without disability. Large-scale health surveillance efforts have largely excluded adults with intellectual and developmental disability. This study expands knowledge of health status, health risks and preventative health care in a representative US sample comparing the health of adults with no disability to adults with intellectual and developmental disability and to adults with other types of disability. OBJECTIVES The purposes of this study were (1) to identify disparities between adults with intellectual and developmental disability and adults with no disability and (2) compare this pattern of disparities to the pattern between adults with other types of disability and adults without disability. METHODS This study compares health status, health risks and preventative health care in a national sample across three groups of adults: No Disability, Disability, and Intellectual and Developmental Disability. Data sources were the 2010 Behavior Risk Factor Surveillance Survey and the National Core Indicators Consumer Survey. RESULTS Adults with disability and with intellectual and developmental disability were more likely to report being in poor health compared to adults without disability. Disability and intellectual and developmental disability conferred unique health risks and health care utilization patterns. CONCLUSIONS Significant disparities in health and health care utilization were found for adults with disability and developmental disability relative to adults without disability. Disability training for health care providers and health promotion research that identifies disability as a demographic group is needed.
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Affiliation(s)
- Susan M Havercamp
- The Ohio State University Nisonger Center, 1581 Dodd Dr, Columbus, OH 43210, USA.
| | - Haleigh M Scott
- The Ohio State University Nisonger Center, 1581 Dodd Dr, Columbus, OH 43210, USA
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Teaching health care students about disability within a cultural competency context. Disabil Health J 2013; 6:271-9. [DOI: 10.1016/j.dhjo.2013.05.002] [Citation(s) in RCA: 21] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/11/2013] [Revised: 05/06/2013] [Accepted: 05/08/2013] [Indexed: 11/22/2022]
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Long-Bellil LM, O'Connor DM, Robey KL, Hahn JE, Minihan PM, Graham CL, Smeltzer SC. Commentary: defining disability in health care education. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2011; 86:1066-1068. [PMID: 21865901 DOI: 10.1097/acm.0b013e318226b359] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/31/2023]
Abstract
According to the 2008 American Community Survey, about 12% of the population of the United States is living with one or more disabling conditions. These conditions impact lives in a variety of ways, some with more or less direct impact on an individual's health and access to health care services. Although it has been 20 years since the passage of the Americans with Disabilities Act, people with disabilities still experience health disparities and a lack of access to the appropriate care. This commentary is part of a collection of articles that describe various aspects of incorporating content into the medical school curriculum to enhance the preparation of today's medical students to meet the needs of people with disabilities. The authors briefly describe the scope of the problem and define the population of people with disabilities that constitutes the focus of the work described in the other articles in this collection.
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