A community-centered disability curriculum for medical students

Area of Science:

• Medical Education
• Disability Studies
• Healthcare Disparities

Background:

• Prevalence of disabilities contrasts with a significant knowledge gap among medical professionals.
• Negative attitudes towards disabilities can negatively influence healthcare delivery and patient outcomes.
• Despite recommendations, few medical schools integrate disability curricula into their programs.

Purpose of the Study:

• To describe Mayo Medical School's experience implementing a novel disability-awareness curriculum for first-year medical students.
• To foster insight into potential biases medical students may hold regarding disabilities.
• To enhance understanding of how these biases can affect the care provided to patients with disabilities.

Main Methods:

• Development and implementation of a new disability curriculum at Mayo Medical School in 2011.
• Targeted first-year medical students to address foundational knowledge and attitudes.
• Focus on self-reflection regarding potential biases in patient care.

Main Results:

• The curriculum aimed to provide students with insights into their biases.
• It sought to improve understanding of how biases impact care for persons with disabilities.
• The study describes the school's experience with this initiative.

Conclusions:

• Medical school curricula are crucial for addressing disability knowledge and attitudes.
• Early intervention in medical education can mitigate negative biases.
• Implementing disability awareness programs can improve healthcare equity for individuals with disabilities.