Marshall J, Haines A
Department of Primary Health Care, University College and Middlesex School of Medicine, Whittington Hospital, London, UK.
Med Educ. 1990 Nov;24(6):528-30. doi: 10.1111/j.1365-2923.1990.tb02669.x.
The objective of the following survey was to attempt to establish to what extent the undergraduates in medical schools in the UK were being exposed to structured teaching of disability and rehabilitation (i.e. seminars, lectures, group discussions). A questionnaire and covering letter were sent to 25 medical schools exploring how the teaching was performed and whether it utilized the active involvement of disabled people and/or their carers. It also attempted to ascertain the degree of interdisciplinary teaching occurring. Results showed that rheumatology, general practice and geriatrics were predominantly responsible for this teaching, with little structured teaching in ENT and ophthalmology. Five schools (25%) reported back that no structured teaching was occurring in any department. As expected, there was a larger proportion of positive responses on opportunistic teaching (ward rounds, outpatients). Additional invited comments on the questionnaire revealed a variety of innovative activities taking place in different medical schools. It is recognized that a questionnaire of this nature has limitations; nevertheless, it did reveal gaps in the teaching of disability and rehabilitation, with several responses indicating that excess pressure on the curriculum from other subjects left little or no space at the present time. Our survey suggests that disability and rehabilitation are given insufficient emphasis in undergraduate teaching. In particular, more active involvement of patients and their carers should be encouraged. The small proportion of schools which teach rehabilitation as a defined specialty no doubt reflects the inadequate academic structure at present in this field.
以下调查的目的是试图确定英国医学院校的本科生接受残疾与康复结构化教学（即研讨会、讲座、小组讨论）的程度。一份问卷和附函被发送给25所医学院校，以探究教学是如何开展的，以及是否利用了残疾人及其护理人员的积极参与。调查还试图确定跨学科教学的程度。结果显示，风湿病学、全科医学和老年医学是此类教学的主要承担者，而耳鼻喉科和眼科的结构化教学很少。五所学校（25%）回复称任何科室都没有进行结构化教学。不出所料，在机会性教学（查房、门诊）方面，积极回应的比例更高。问卷上额外邀请填写的意见显示，不同医学院校开展了各种创新活动。人们认识到，这种性质的问卷有其局限性；然而，它确实揭示了残疾与康复教学方面的差距，一些回复表明，目前其他学科给课程带来的压力过大，几乎没有或根本没有留下空间。我们的调查表明，本科教学对残疾与康复的重视不够。特别是，应鼓励患者及其护理人员更多地积极参与。将康复作为一个明确专业进行教学的学校比例较小，这无疑反映了该领域目前学术结构的不完善。
