Dambal Archana, Gururaj Hemamalini, Aithal Kiran R, Kalasuramath Dharwad M V, Sherkhane Radhika, Siddanagoudra Savitri, Kanabur Deepak R, Ahmed Mulla Sameer
Professor (General Medicine) & Curriculum Committee Member, SDMCMS&H, Sattur, Dharwad, India.
Professor (General Medicine), SDMCMS&H, Sattur, Dharwad, India.
Med J Armed Forces India. 2021 Feb;77(Suppl 1):S65-S72. doi: 10.1016/j.mjafi.2020.12.029. Epub 2021 Feb 2.
India has ratified with the United Nations Convention on the Rights of Persons with Disabilities and has passed the Rights of People with Disabilities Act in 2016. There is need for training healthcare professionals in disability competencies as people with disabilities are many and marginalized. Disability competencies were introduced in the foundation course of revised competency based medical curriculum for Indian medical graduates by the Medical Council of India (MCI) just prior to the rollout of the programme. We intend describing our center's experience in implementing the same.
FC 4.5.1 TO 4.5.8 of MCI foundation course guidelines were resource material. Eight faculty members participated. Setting was the lecture theatre. The suggested and actual teaching learning methods are compared for each competency. Notes made from delivering disability competencies, photographs, videos and reflections from students were source of data.
We used sensitizing lectures of 15 min each for FC 4.5.1, 4.5.2 and 4.5.4 [cognitive] with interesting set induction, student narratives of family members with disability, buzz groups for interaction and self-directed learning activity using mobile phones. We facilitated FC 4.5.3 and 4.5.5 [skill/affective domain] demonstrating unacceptable and acceptable disability etiquettes using standardized patients and role play. We conducted a forum theatre of the oppressed for FC 4.5.6. We introduced our learners to universal design in our campus for teaching 4.5.7. As a part of the principle of inclusivity we involved two staff members with motor disabilities for delivering FC 4.5.8 in an interview. We assessed the learners using written reflections and obtained feedback on a rating scale.
印度已批准《联合国残疾人权利公约》，并于2016年通过了《残疾人权利法案》。由于残疾人数量众多且处于边缘化地位，因此需要对医疗保健专业人员进行残疾能力培训。印度医学委员会（MCI）在该计划推出之前，就在针对印度医学毕业生的修订后的基于能力的医学课程基础课程中引入了残疾能力。我们打算介绍我们中心在实施该课程方面的经验。
MCI基础课程指南的FC 4.5.1至4.5.8为参考资料。八名教员参与其中。地点是讲堂。对每个能力的建议教学方法和实际教学方法进行比较。提供残疾能力培训时所做的笔记、照片、视频以及学生的反馈是数据来源。
对于FC 4.5.1、4.5.2和4.5.4[认知方面]，我们使用了每次15分钟的提高意识讲座，讲座采用有趣的开场介绍、学生讲述残疾家庭成员的故事、小组讨论互动以及使用手机进行自主学习活动。对于FC 4.5.3和4.5.5[技能/情感领域]，我们通过标准化病人和角色扮演展示不可接受和可接受的残疾礼仪。对于FC 4.5.6，我们举办了被压迫者论坛剧场。在教授4.5.7时，我们向学习者介绍了校园中的通用设计。作为包容性原则的一部分，我们邀请了两名有运动障碍的工作人员通过访谈来教授FC 4.5.8。我们通过书面反馈评估学习者，并使用评分量表获得反馈。
