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

Area of Science:

• Medical Education
• Disability Studies
• Public Health

Background:

• The Medical Council of India (MCI) curriculum lacks essential disability competencies.
• This gap risks perpetuating the medicalization of human experiences and limits exposure to disability-inclusive care for medical students.
• Current medical education may not adequately prepare healthcare professionals to care for patients with disabilities.

Purpose of the Study:

• To develop a comprehensive set of disability competencies for Indian Medical Graduates (IMGs).
• To ensure medical education aligns with the UN Convention on the Rights of Persons with Disabilities and promotes compassionate, inclusive care.
• To integrate disability competencies into India's competency-based medical education curriculum.

Main Methods:

• Framed 52 disability competencies based on the five roles of an IMG, involving disability rights activists, doctors with disabilities, and educators in focus groups.
• Incorporated feedback from diverse stakeholders across India to refine the competencies.
• Ensured alignment with human rights principles and international accreditation standards (US, Canada).

Main Results:

• Developed 27 refined disability competencies across five IMG roles: clinician (9), leader (4), communicator (5), lifelong learner (5), and professional (4).
• These competencies address the need for health professionals to effectively care for patients with disabilities.
• The developed competencies are grounded in a human rights approach to disability.

Conclusions:

• The developed 27 disability competencies provide a framework for inclusive medical education in India.
• Parts of these competencies were successfully integrated into the new competency-based medical education curriculum.
• This initiative aims to enhance the quality of care for persons with disabilities by equipping future doctors with essential skills and knowledge.