Disability-inclusive compassionate care: Disability competencies for an Indian Medical Graduate

Singh, Satendra; Cotts, Kamala Gullapalli; Maroof, Khan Amir; Dhaliwal, Upreet; Singh, Navjeevan; Xie, Tao

doi:10.4103/jfmpc.jfmpc_1211_19

Cited by 17 publications

(17 citation statements)

References 15 publications

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“…The information barriers amplify such inequities for the disabled population,[ 7 ] which are bound to get exaggerated in the Global South which has 80% of people with disabilities out of which 70% live in rural areas. [ 8 ]…”

Section: Duty To Safeguard (Protecting Vulnerable Populations)mentioning

confidence: 99%

“…Discrimination against people with disabilities creeps easily into such medical decision-making because of deficit-based perspectives (medical model of disability). [ 8 ] As an example, what medical literature perceives as ‘hearing loss’ is proudly embraced as ‘Deaf gain’ in Deaf culture. [ 20 ]…”

Section: Duty To Plan (Managing Uncertainties) and The Duty To Guide mentioning

confidence: 99%

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Disability ethics in the coronavirus crisis

Singh

2020

J Family Med Prim Care

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The disability viewpoint is fundamental for understanding and advancing social justice for everyone in the population. Despite this fact, it is regularly dismissed by public health experts and policymakers. Understanding of disability rights is central in an all-inclusive COVID-19 preparedness. This paper attempts to explore disability ethics in understanding structural discrimination, equitable practices, respect for disability culture and ways to safeguard health care professionals with disabilities in the coronavirus pandemic. In crisis standards of care, resource allocations must not be solely based on a disabled person's subjective quality of life. Health professionals should avoid stereotypes about an individual's disability to ration care. Triage protocol committees and disaster risk reduction working groups should explicitly recruit people with disabilities and chronic illnesses in their response strategies. Disability ethics can reform medical rationing by removing prejudices and safeguarding fair protection of the interests of all patients, including those with a disability.

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Section: Duty To Safeguard (Protecting Vulnerable Populations)mentioning

confidence: 99%

Section: Duty To Plan (Managing Uncertainties) and The Duty To Guide mentioning

confidence: 99%

Disability ethics in the coronavirus crisis

Singh

2020

J Family Med Prim Care

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“…Qualitative methods in particular can be used to explore students' experiences and needs, and processes of the humanities program so that it can be improved and replicated in other institutions. In our study on developing disability competencies, we relied on focus group discussions to give a voice to historically neglected stakeholders (doctors with disabilities) [12]. Focus group discussions are particularly helpful in that they capture laughter and expressions of sadness which might not be gauged by quantitative studies.…”

Section: Discussionmentioning

confidence: 99%

“…Such engagement can happen only when clinicians are able to absorb, interpret and respond to the patient-provider stories unfolding in front of them. The By recognizing the lived experiences of doctors with disabilities and in response to the global disability rights movement's motto of 'Nothing about us, without us,' we framed disability competencies for health professions education [12]. Going a step further, we were also able to bring about policy change and curricular reform through advocating for its inclusion into the new curriculum [12].…”

Section: Narrative Competencementioning

confidence: 99%

“…The gazette notification of MCI of 6 November, 2019 heralding the CBME mentions humanities as a new teaching element in the preclinical phase of medical education [14]. In addition, cultural competence and disability competencies (after our judicial advocacy) have been made part of the month-long foundation course [12]. The highlight of the CBME undoubtedly is the inclusion of the Attitude, Ethics and Communication (AETCOM) module longitudinally throughout the curriculum.…”

Section: The Timetablementioning

confidence: 99%

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Developing Humanistic Competencies Within the Competency-Based Curriculum

2020

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We herein, describe the rationale, content, methodology and evaluation of a health humanities module in the new competency-based curriculum, and share our experience of the same. Providing training in health humanities to the healthcare trainees will definitely go a long way in having a professional and responsive Indian medical graduate, who is able to provide empathetic and holistic healthcare to all sections of the society.

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How Should We Build Disability-Inclusive Medical School Admissions?

Meeks

Moreland

2021

AMA Journal of Ethics

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Students with disabilities add rich diversity to medical education and help motivate health equity. Unjust obstacles faced by many of these students along pathways to medicine begin during medical school admissions. Deeply embedded ableist notions of what it means to be a physician keep archaic practices in place that serve as systemic barriers to the admission of members of this population. This article summarizes the prominent obstacles for applicants with disabilities and suggests ways in which thoughtful, inclusive admission policies and practices can ultimately contribute to a clinical workforce that is more appropriately diverse and prepared to provide just and patient-centered health care. Diversity and DisclosurePhysicians of the 21st century need the skills and knowledge that are fostered in diverse learning and work environments. 1 Research shows that diversity contributes to creativity and development of problem-solving skills, with more diverse groups outperforming more homogeneous ones, 2,3,4 a fact that should influence how we select members of medical school classes. In 2016, 25.7% of the US adult population included persons with a disability. 5 Medical students with disabilities, training among diverse faculty and colleagues, would positively contribute to the preparedness of physicians and their colleagues to meet the unique needs of patients with disabilities, facilitate shared decision making, and contribute to innovation-and do so with greater empathy.

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Disability-inclusive compassionate care: Disability competencies for an Indian Medical Graduate

Cited by 17 publications

References 15 publications

Disability ethics in the coronavirus crisis

Disability ethics in the coronavirus crisis

Developing Humanistic Competencies Within the Competency-Based Curriculum

How Should We Build Disability-Inclusive Medical School Admissions?

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