可读性:了解医疗教育中的残疾包括医疗教育中的残疾
1Centre for Medical and Health Sciences Education, Waipapa Taumata Rau - University of Auckland School of Medicine, Private Bag 92019, Auckland, 1142, New Zealand. neera.jain@auckland.ac.nz.
概括
了解残疾对于公平获得医疗教育至关重要. 目前的包容性做法有可能使残疾学生受到污名化,需要超越个人努力的系统性变革,以确保真正的包容性.
科学领域:
- 医学教育 医学教育
- 关于残疾人的研究.
- 教育社会学教育的社会学
背景情况:
- 医学院的残疾污名化影响了残疾学生的披露和获取.
- 现有的关于残疾人包容性的研究往往忽视了机构理解如何塑造实践.
- 对于残疾人来说,医疗教育的不平等接入仍然存在.
研究的目的:
- 探索残疾的理解如何影响美国医学院的包容性实践.
- 在残疾人包容的背景下,发展"可读性"的概念.
- 确定在医学教育中解放残疾话语所需的系统性变化.
主要方法:
- 构造主义的立足理论研究.
- 采访了美国四所医学院的19名残疾学生和27名学校官员 (教师和管理人员).
- 分析的重点是"可读性"的概念,具有识别和评估可能性的维度.
主要成果:
- 障碍可读性 (识别和评估可能性) 是关系,上下文和模两可的.
- 目前的残疾人包容性范式需要高可读性,由于有能力主义而带来风险.
- 个人互动可以提高包容性,但系统性行动是必不可少的.
结论:
- 需要进行系统性变革,以便在医学教育中嵌入解放性的残疾话语.
- 重新考虑残疾人可读性是促进真正包容性的关键.
- 在医疗教育结构中解决能力问题对于公平获取至关重要.
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