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Exposing the disability-related hidden curriculum in case-based learning: A qualitative study.
Rory Seymour1, Carly Scher2, Rosemary Frasso3
1Sidney Kimmel Medical College at Thomas Jefferson University, Philadelphia, PA, USA.
Disability and Health Journal
|June 21, 2023
Summary
Medical education
Area of Science:
- Medical Education
- Disability Studies
- Health Disparities
Background:
- Healthcare professionals' negative attitudes towards disability impact patient care quality.
- Negative attitudes can be transmitted from providers to learners in medical education settings.
- Disability is linked to significant health disparities.
Purpose of the Study:
- To uncover the disability-related hidden curriculum within Case-Based Learning (CBL).
- To propose guidelines for disability-conscious medical education that counters ableism.
- To analyze CBL cases through the lens of Critical Disability Studies (CDS).
Main Methods:
- Qualitative analysis of 53 pre-clerkship CBL cases.
- Directed content analysis using a codebook derived from literature and CDS concepts.
- Two researchers coded cases, with intercoder reliability assessed.
Main Results:
- Only 4 of 53 cases explicitly mentioned disability, with no CDS-aligned definitions.
- No content was found to challenge disability stereotypes.
- Two cases contained content that reinforced negative disability attitudes.
Conclusions:
- Inadequate disability content in CBL perpetuates harmful assumptions and a hidden curriculum.
- This unpreparedness affects medical students' ability to care for disabled individuals.
- CBL offers an opportunity to resist ableism and improve care for people with disabilities.
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