COVID-19 and the need for disability conscious medical education, training, and practice

Abstract

The COVID-19 era exposes what was already a crisis in the medical profession: structural racism, ageism, sexism, classism, and ableism resulting in healthcare disparities for Persons with Disabilities (PWD). Early research highlights these disparities, but we do not yet know the full impact of this pandemic on PWD. Over the last 20 years, many medical schools have attempted to develop disability competency trainings, but discrimination and inequities remain, resulting in a pervasive distrust of medicine by the disability community at large. In this commentary, we suggest that disability competency is insufficient because the healthcare disparities experienced by PWD are not simply a matter of individual biases, but structural and systemic factors requiring a culture shift in the healthcare professions. Recognizing that disability is a form of diversity that is experienced alongside other systemic disadvantages like social class, race, age, sex, gender identity, and geographic location, we explore the transformative potential of disability conscious medical education, training, and practice that draws on insights from intersectional disability justice activism. Disability conscious medicine is a novel approach, which improves upon competency programs by utilizing disability studies and the principles of disability justice to guide us in the critique of norms, traditions, and institutions to more fully promote the respect, beneficence, and justice that patients deserve.

Experience of Primary Care Nurses of Sexuality Care for Persons with Disabilities: A Qualitative Study

“…This lack of support can also be seen in health care as sociocultural issues resulting in the fact that persons with disabilities do not receive counselling about sexuality as some professionals consider it a private matter [ 10 ]. In terms of the importance of sex counselling, we agree with other studies that highlight the importance of sex education for patients but also for the partner, family and even the caregiver as a basis for PD to maintain appropriate sexual behaviour and avoid risky behaviour [ 49 ]. In addition, a new figure has emerged, that of the sex therapist, who will try to respond to the specific needs of PD.…”

Treating children with physical disabilities: a video-based educational resource using simulated participants

“…Even as this workshop enhanced healthcare students' attitudes of CWPD, we consider this but a rst step in the development of a curriculum that properly prepares students to provide quality, compassionate care for patients with all forms of disabilities. Our work is aligned with the transformative potential of "disability-conscious medical education, training, and practice" [29], which draws on insights from intersectional disability justice activism. However, we do not address the many other forms of disability, including cognitive or emotional.…”

Students as Advocates for the Integration of Disability Curricula in Medical Education

“…1 Despite this, only a fraction of medical schools report curricula on disability, and research demonstrates strong bias among physicians. 2,3 Given the current lack of requirements or guidelines on disability training for physicians from governing bodies in medicine, we believe that trainees should advocate for disability inclusion and representation in medical education. As medical students working toward change at our institution, we recommend the following actionable steps:…”