University at Buffalo School of Medicine and Biomedical Sciences, Department of Family Medicine, Buffalo, NY 14214, USA.
Intellect Dev Disabil. 2013 Aug;51(4):237-45. doi: 10.1352/1934-9556-51.4.237.
There is evidence that early and frequent encounters with people with disabilities can improve medical students' knowledge, skills, and attitudes about disability. As part of a 4-year integrated curriculum in caring for patients with disabilities, third-year medical students (n = 144) in a Family Medicine clerkship participated in a day-long precepted clinical experience at a medical facility serving people with disabilities, predominantly developmental disabilities, where they met patients and worked with clinicians. At the conclusion of the program, students completed a reflective survey about their experience. These data were analyzed qualitatively using a constructivist grounded-theory approach. Students' responses indicated that the experience improved their comfort levels in working with people with disabilities and increased their awareness of attitudinal factors that influence patient care. Responses also demonstrated that students achieved an awareness of technical accommodations and organizational adaptations that improve patient care.
有证据表明，早期且频繁地接触残疾人可以提高医学生对残疾的知识、技能和态度。作为四年制关爱残疾患者综合课程的一部分，在一门家庭医学实习课程中，三年级医学生（n=144）参与了为期一天的、在为残疾人士服务的医疗场所的指导临床体验，主要是发育障碍患者，他们在那里见到了患者并与临床医生一起工作。在课程结束时，学生们完成了一份关于他们体验的反思性调查。这些数据使用建构主义扎根理论方法进行了定性分析。学生的回答表明，这一体验提高了他们与残疾人一起工作的舒适度，并提高了他们对影响患者护理的态度因素的认识。回答还表明，学生们意识到了可以改善患者护理的技术适应和组织调整。
