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你的经验是什么? :一个双民族对话,以促进残疾人纳入医疗教育

Neera R Jain¹, Lulu Alwazzan²

¹Centre for Medical and Health Sciences Education, School of Medicine, Faculty of Medical and Health Sciences, Waipapa Taumata Rau - The University of Auckland, New Zealand.

Medical education

|June 7, 2024

概括

医疗教育中的残疾人纳入要求教育工作者批判性地检查自己的理解,并解决能力主义. 参与对话和咨询残疾人是促进教育正义的关键步骤.

科学领域:

医学教育医学教育
关于残疾人的研究.
社会正义,社会正义.

背景情况:

医疗教育中的残疾人纳入是一个日益增长的国际关注.
目前的学术和政策主要来自北美,英国和澳大利亚.
现有的文献呼吁改变态度,但缺乏指导,对教育工作者的观点进行批判性审查.

研究的目的:

探索对残疾的理解及其在医学教育中的纳入.
检查各种教育背景下围绕残疾的假设和紧张关系.
确定在医学培训中推进残疾人正义的途径.

主要方法:

一个双民族学方法,涉及两位来自新西兰和沙特阿拉伯的医学教育家之间的为期一年的对话.
在医学教育中整合关键残疾研究,关于残疾人纳入医学教育的文献和奖学金.
检查个人经验和对残疾的上下文理解.

主要成果:

经常出现的主题包括残疾的各种含义和模型,以及残疾"生活课程"的概念.
在不同文化背景下应用包容性实践的挑战被确定.
残疾的关系性质突出了教育工作者的权力和责任来打击残疾,强调需要与残疾人进行地方商.

结论:

双民族对话是批判性地检查教育中的残疾观点的有效方法.
在医学教育中推进正义需要超越对话,采取具体行动.
建议教育工作者在当地环境中进行类似的对话,以促进更多的残疾人包容.

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