What Disability Studies Has to Offer Medical Education

Couser, G. Thomas

doi:10.1007/s10912-010-9125-1

Cited by 33 publications

(24 citation statements)

References 2 publications

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“…Altbougb students are introduced to elements of tbe social model of disability in tbe first-year introductory lecture and also in tbe third-year seminar, tbis message may not translate into tbe clinical arena and we may need to do a better job of reinforcing social justice aspects of disability as well as conceptual frameworks tbat explore bow our cultural conceptions of disability impact tbe perceptions and medical treatment of people witb disabilities (Couser, 2011). For example, a few students still described patients as baving "mental retardation" (as opposed to an intellectual disability), indicating an additional need for content related to social justice and discrimination.…”

Section: Implications For Educationmentioning

confidence: 99%

Reflective Impressions of a Precepted Clinical Experience Caring for People With Disabilities

Karl

McGuigan²,

Withiam-Leitch³

et al. 2013

Intellectual and Developmental Disabilities

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There is evidence that early and frequent encounters with people with disabilities can improve medical students' knowledge, skills, and attitudes about disability. As part of a 4-year integrated curriculum in caring for patients with disabilities, third-year medical students (n = 144) in a Family Medicine clerkship participated in a day-long precepted clinical experience at a medical facility serving people with disabilities, predominantly developmental disabilities, where they met patients and worked with clinicians. At the conclusion of the program, students completed a reflective survey about their experience. These data were analyzed qualitatively using a constructivist grounded-theory approach. Students' responses indicated that the experience improved their comfort levels in working with people with disabilities and increased their awareness of attitudinal factors that influence patient care. Responses also demonstrated that students achieved an awareness of technical accommodations and organizational adaptations that improve patient care.

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Section: Implications For Educationmentioning

confidence: 99%

Reflective Impressions of a Precepted Clinical Experience Caring for People With Disabilities

Karl

McGuigan²,

Withiam-Leitch³

et al. 2013

Intellectual and Developmental Disabilities

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“…Indeed, technological advances over the years have improved quality of life for people with dis/ abilities and, for some, provided the possibility of life itself (Couser 2011). In today's media-drenched society, a steady diet of human-interest stories-via popular magazines, television talk shows, news programs, newspapers, and the Internet-extols such ''miracles of technology'' for public consumption.…”

mentioning

confidence: 99%

A socio-cultural reframing of science and dis/ability in education: past problems, current concerns, and future possibilities

Connor

Valle

2015

Cult Stud of Sci Educ

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In this article we assert the value of a socio-cultural reframing of science and dis/ability in education. We begin by problematizing current issues in education pertaining to the often-unquestioned concept of dis/ability and the impact that has upon research, theory, practice, and policy. As our topic is broad, we have chosen to focus upon four interconnected areas: (1) the historical mistrust of science and pseudo-science by people with dis/abilities; (2) the pervasive use of pseudo-science within the contemporary field of special education; (3) the use of dis/ability studies in education (DSE) to provide a contrast between a traditional positivist framing and a socio-cultural framing of dis/ability, and; (4) a brief exploration of what a DSE/socio-cultural grounding looks like for both schools and classroom teachers. In sum, our intention is to engage science educators to reject deficitnotions of dis/ability in favor of understanding it as part of human variation, and consider the personal and professional benefits of this shift.

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“…The medical model of disability holds that disability is the dysfunction of a particular body that must be fixed by a health professional (Clogston 1990;Couser 2011). The social pathology model sees disabled people as a disadvantaged category of persons that must seek help in society (Clogston 1990).…”

Section: Literature Reviewmentioning

confidence: 99%

Competing narratives in framing disability in the UK media: a comparative analysis of journalistic representations of facial disfigurement versus practices of self-representations online

Garrisi¹,

Johanssen

2018

JOMEC Journal

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By using discourse analysis, this paper compares and contrasts the journalistic coverage of the story of a beauty blogger with facial disfigurement with her blog. On the one hand, we will show the extent to which a self-representational account may align with the journalistic coverage, reinforcing rather than contesting mainstream representations of disability. On the other, we will demonstrate how a person with a disfigurement can use blogging to reclaim her own identity and challenge the medical objectification of her body perpetuated by mainstream media. This research found that rather than being mutually exclusive, journalism and blogging can play a complementary role in shaping the society's understanding of the complexities and contradictions surrounding disfigurement.

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What Disability Studies Has to Offer Medical Education

Cited by 33 publications

References 2 publications

Reflective Impressions of a Precepted Clinical Experience Caring for People With Disabilities

Reflective Impressions of a Precepted Clinical Experience Caring for People With Disabilities

A socio-cultural reframing of science and dis/ability in education: past problems, current concerns, and future possibilities

Competing narratives in framing disability in the UK media: a comparative analysis of journalistic representations of facial disfigurement versus practices of self-representations online

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