没有我们就没有我们:通过明确的包容改善医学院课程中的残疾代表性
John Waters1, Charles Siegel, David O'Connell
1From the Sidney Kimmel Medical College, Thomas Jefferson University, Philadelphia, Pennsylvania (JW, CS, DO, JS, MM, DZ, NA).
概括
医学院需要更好的残疾教育. 一个涉及社区合作伙伴的特别工作组修订了课程,以改善残疾患者的护理和倡导,并实施了六项建议.
科学领域:
- 医学教育 医学教育
- 关于残疾人的研究.
- 医疗保健倡导活动 医疗保健倡导活动
背景情况:
- 医学院的课程往往缺乏对患者护理和对残疾人的倡导的全面培训.
- 这种缺陷阻碍了医疗保健专业人员提供公平有效服务的能力.
- 解决这个差距对于改善健康结果和患者体验至关重要.
研究的目的:
- 评估和提高在本科医学课程中残疾教育的代表性和质量.
- 将社区观点纳入医疗教育改革中,以提高残疾人能力.
- 根据利益相关者的意见,为课程修订制定可行的建议.
主要方法:
- 组建一个教师和学生工作队来评估医疗课程中现有的残疾内容.
- 与五位社区成员和残疾人倡导者合作,确定关键的教育需求.
- 基于社区合作伙伴的反,制定了九项课程修订建议.
主要成果:
- 在9个拟议的课程修订建议中,有6个被接受并正在实施.
- 修订后的课程将被整合到2026年毕业班和随后的班级.
- 这个过程为社区参与的课程开发建立了一个模型.
结论:
- 医学院可以通过积极参与残疾人和倡导者来改善残疾人教育.
- 以社区投入为指导的课程改革对于准备医生为多样化的患者群体服务至关重要.
- 这种协作方法促进了一个更具包容性和响应性的医学教育体系.
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