Department of Family Medicine, University at Buffalo School of Medicine and Biomedical Sciences, Buffalo, New York, USA.
BMC Med Educ. 2009 Dec 30;9:78. doi: 10.1186/1472-6920-9-78.
Lack of knowledge and skills, and negative attitudes towards patients with disabilities, may adversely affect the services available to this group and negatively affect their health outcomes. The objective of this paper is to describe the development and initial implementation of a curriculum for teaching medical students to care for patients with disabilities.
We followed the six-step approach for developing curricula for medical education: general needs assessment, specific needs assessment, defining goals and objectives, determining the educational strategies, planning the implementation, and developing an evaluation plan.
The curriculum has well defined goals and objectives covering knowledge, attitudes and skills. It employs both traditional and non-traditional teaching strategies. The implementation is planned over the four-year medical school curriculum in collaboration with a number of academic departments and specialized community-based agencies. The curriculum evaluation includes an attitudinal survey which is administered using a controlled design (pre- and post- exposure to the curriculum). The initial implementation of the curriculum has been very successful.
We have developed a longitudinal curriculum to teach medical students to care for people with disabilities. A rigorous evaluation of the impact of the curriculum is needed.
缺乏知识和技能，以及对残疾患者的负面态度，可能会对这一群体获得的服务产生不利影响，并对他们的健康结果产生负面影响。本文的目的是描述为医学生教授照顾残疾患者的课程的开发和初步实施情况。
我们遵循医学教育课程开发的六步方法：一般需求评估、具体需求评估、定义目标和目的、确定教育策略、规划实施以及制定评估计划。
该课程的目标和目的明确，涵盖知识、态度和技能。它采用传统和非传统的教学策略。该课程的实施计划在与多个学术部门和专门的社区机构合作的基础上，贯穿整个四年制医学院课程。课程评估包括使用对照设计（接触课程前后）进行的态度调查。该课程的初步实施非常成功。
我们已经开发了一个纵向课程，以教授医学生照顾残疾人士。需要对课程的影响进行严格评估。
