ror.org/0160cpw27
Abstracts
Abstract
Background: There is an increasing need for a standardized undergraduate disability curriculum for medical students to better equip students with the proper training, knowledge, and skills to provide holistic care for individuals with disabilities.
Objectives: The aim of this scoping review was to better understand and analyze the current body of literature focusing on best practice for including disability curricula and its impact on undergraduate medical students
Results: Three major components for designing a disability curriculum for undergraduate medical students were obtained from our analysis. The components were: (1) effective teaching strategies, (2) competencies required for disability curriculum, and (3) impact of disability curriculum on medical students.
Conclusions: Current literature revealed that exposing medical students to a disability curriculum impacted their overall perceptions about people with disabilities. This allowed them to develop a sense of understanding towards patients with disabilities during their clinical encounters. The effectiveness of a disability curriculum is dependent on the extent to which these interventions are incorporated into undergraduate medical education.
Résumé
Contexte : On constate un besoin croissant de créer une formation uniforme sur le handicap dans le cadre des études médicales de premier cycle afin de les doter des connaissances et des compétences nécessaires pour prodiguer des soins holistiques aux personnes handicapées.
Objectifs : Le but de cette revue de la portée était de mieux cerner la littérature scientifique décrivant les meilleures pratiques pour l’élaboration d’un programme d’enseignement sur le handicap et les incidences d’un tel programme sur les étudiants en médecine de premier cycle.
Résultats : Nous avons pu dégager trois éléments principaux dont il convient de tenir compte lors de la conception d’un programme d’enseignement sur le handicap au prédoctorat : (1) l’efficacité des stratégies pédagogiques, (2) les compétences à le cadre de la formation sur le handicap, et (3) les incidences de la formation sur les étudiants.
Conclusions : La littérature révèle qu’une formation sur le handicap a des incidences sur la manière générale dont les étudiants en médecine perçoivent les personnes qui en souffrent. Par suite d’une telle formation, les étudiants font davantage preuve de compréhension envers les patients lors de leurs rencontres cliniques. L’efficacité d’une formation sur le handicap dépend du degré de son intégration dans le cursus médical de premier cycle.
Appendices
Bibliography
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