Caring for Patients With Physical Disabilities

John, Janice Thomas; Block, Lauren; Stein, Adam; Vasile, Elizabeth; Barilla-LaBarca, Maria-Louise

doi:10.1097/phm.0000000000001251

Cited by 4 publications

(5 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Multiple curricula have been created to address health professions students’ lack of exposure to people with disabilities, successfully improving students’ attitudes for this patient population. Interventions involving lectures, panel discussions, and video presentations 13 have been successful, and evaluation tools ranging from attitude and empathy questionnaires 14 to observed structured clinical examinations 15 have been used to assess outcomes. These curricula focus on health professions students rather than addressing resident and faculty development.…”

Section: Discussionmentioning

confidence: 99%

Student Clinical Experiences in Cross-Cultural Education

King¹,

Gamble²,

Guiton³

et al. 2023

Southern Medical Journal

View full text Add to dashboard Cite

Objectives: Education in cultural competence is critical to training medical students to care for patients from all backgrounds, but it is unclear what experience students have in the clinical learning environment. We describe the medical student experience in directly observed cross-cultural encounters within two clinical clerkships, and we identify areas of need for further resident and faculty training in providing high-quality feedback following these encounters.Methods: We collected direct observation feedback forms from third-year medical students in the Internal Medicine and Pediatrics clerkships. The observed cross-cultural skill was categorized, and the quality of feedback given to students was quantified using a standardized model.Results: Students were observed using an interpreter more frequently than any other skill. Positive feedback received the highest quality scores, averaging 3.34 out of 4 coded elements. Corrective feedback quality only averaged 2.3 out of 4 coded elements, and quality correlated with the frequency of cross-cultural skill observation.Conclusions: Significant variability exists in the quality of feedback provided to students following the direct observation of cross-cultural clinical skills. Faculty and resident training to improve feedback should focus on corrective feedback in less commonly observed cross-cultural skills.

show abstract

Section: Discussionmentioning

confidence: 99%

Student Clinical Experiences in Cross-Cultural Education

King¹,

Gamble²,

Guiton³

et al. 2023

Southern Medical Journal

View full text Add to dashboard Cite

show abstract

“…Briefly, prior to the session, faculty who participated in the course were provided with: (1) a guide that included the goals and learning objectives of the session, (2) required reading for the students, (3) an overview of the schedule containing both a large group format and small group components, (4) the role of the faculty members in the small groups, (5) and suggested questions and prompts for the small groups. The goals of the course are for students to: (1) gain an appreciation of the perspectives of people living with physical disabilities, (2) develop skills for eliciting histories and performing physical exams with patients with physical disabilities, (3) and to develop an awareness for the field of PM&R [ 14 ].…”

Section: Methodsmentioning

confidence: 99%

“…This is a qualitative study of a purposive sample of adults with chronic SCI who are wheelchair users for community mobility (Tables 1, 2 ) and were recruited from the local area to participate in the educational session [ 14 ]. The local Institutional Review Board (IRB) deemed this study exempt from IRB review.…”

Section: Methodsmentioning

confidence: 99%

“…To enhance medical care for people with SCI and other disabilities, it is critical that medical school curricula address the topic of providing medical care for people living with physical challenges [ 10 ]. Medical schools that do offer instruction on this topic use varied approaches including: (1) lectures, (2) hands-on exercises to simulate the experience of living with disability, (3) shadowing physiatrists and other professionals who serve people with SCI or other disabilities, (4) in-home encounters with PWDs, (5) and standardized patient interactions [ 10 , 11 , 13 , 14 ]. Researchers have shown that sessions specifically focused on preparing medical students to provide care for people with disabilities improve their understanding of disability and the barriers faced by PWDs in obtaining healthcare [ 13 ].…”

Section: Introductionmentioning

confidence: 99%

“…First, they developed a two-hour course for second-year medical students to address communication skills, knowledge, and attitudes pertaining to delivering healthcare for people with disabilities, including people with SCI [ 15 – 21 ]. Developed for the neuroscience course, entitled “ The Human Condition ,” this annual session is held during the spinal cord curriculum module, after review of neuroanatomy, clinical presentation, pathology, and basic science related to SCI [ 14 ].

Fig.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Experiences and recommendations from people with spinal cord injury following participation in a disability education session at an allopathic medical school: a qualitative study

Pekmezaris

Patel

Herman

et al. 2023

Spinal Cord Ser Cases

View full text Add to dashboard Cite

Background Students in half of US medical schools do not receive formal instruction in providing medical care for people with disabilities. To address this gap in training, our medical school developed several strategies, including a session for second year medical students to address communication skills, knowledge, and attitudes relevant to delivering healthcare for people with disabilities. Here, our objective was to explore perceptions of people with spinal cord injury (SCI) who participated in the session on its content and structure. Methods Qualitative research using a focus group of people with SCI who participated in an educational session for medical students in an LCME accredited allopathic US medical school. A purposive sample of adults with SCI (N = 8) participated in a focus group. Data were analyzed using a six-phase thematic analysis. Results Participants favorably viewed the educational session, felt their participation was valuable, and had suggestions for its improvement. Four major themes were identified: (1) session format, content; (2) addressing student discomfort and avoidance behaviors; (3) increasing student knowledge and preparation; and (4): important lessons from discussions of past and role-played doctor-patient interactions. Conclusions First-person input from people with SCI is critical to improve medical education and healthcare provision to the SCI community. To our knowledge, this is the first study to report feedback from stakeholders providing specific recommendations for teaching disabilities awareness to undergraduate medical students. We expect these recommendations to be relevant to the SCI and medical education communities in improving healthcare for people with SCI and other disabilities.

show abstract

Manual medicine in the PM&R department of an acute hospital: a scoping review

Best

2024

Manuelle Medizin

View full text Add to dashboard Cite

Caring for Patients With Physical Disabilities

Cited by 4 publications

References 2 publications

Student Clinical Experiences in Cross-Cultural Education

Student Clinical Experiences in Cross-Cultural Education

Experiences and recommendations from people with spinal cord injury following participation in a disability education session at an allopathic medical school: a qualitative study

Manual medicine in the PM&R department of an acute hospital: a scoping review

Contact Info

Product

Resources

About