Developing Disability-Focused Pre-Health and Health Professions Curricula

Bioethics Quarterly - 2023
Rachel Conrad Bracken1, Kenneth A. Richman2, Rebecca Garden3, Rebecca Fischbein1, Raman Bhambra1, Neli Ragina4, Shay Dawson5, M. Ariel Cascio6
1College of Medicine, Northeast Ohio Medical University, Rootstown, OH, USA
2Center for Health Humanities, Massachusetts College of Pharmacy and Health Sciences, Boston, MA, USA
3SUNY Upstate Medical University, Syracuse NY, USA;
4College of Medicine, Central Michigan University, Mount Pleasant, MI, USA
5College of Education and Human Services, Central Michigan University, Mount Pleasant, MI, USA
6Center for Bioethics and Social Justice, College of Human Medicine, Michigan State University, East Lansing, MI, USA

Tóm tắt

AbstractPeople with disabilities (PWD) comprise a significant part of the population yet experience some of the most profound health disparities. Among the greatest barriers to quality care are inadequate health professions education related to caring for PWD. Drawing upon the expertise of health professions educators in medicine, public health, nursing, social work, and physician assistant programs, this forum showcases innovative methods for teaching core disability skills and concepts grounded in disability studies and the health humanities. Each of the essays offers practical guidance for developing curricular interventions appropriate for students at various levels of training and familiarity with disability to be implemented in classroom discussions, case-based learning, lectures, panels, and clinical simulations across the full spectrum of pre-health and health professions education.

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