为残疾人提供公平的医疗保健服务：医学教育面临的一项重大挑战。
Providing Equitable Access to Health Care for Individuals with Disabilities: An Important Challenge for Medical Education.
作者信息
Lee Michele Sky, Diaz Monica, Bassford Tamsen, Armin Julie, Williamson Heather J
机构信息
Interdisciplinary Health PhD program at Northern Arizona University and is a Research Associate at the Institute for Human Development at Northern Arizona University.
The University of Arizona College of Medicine, Tucson.
出版信息
Harv Public Health Rev (Camb). 2021;44. doi: 10.54111/0001/RR2.
In a recent national survey, over 50% of physicians reported not feeling confident in their ability to provide care to individuals with disabilities. This finding is troubling as physicians are required by the Americans with Disabilities Act (1990) to ensure their practice is accessible to individuals with disabilities. This commentary addresses the need for including disability in medical education and to provide inclusive and quality care for individuals with disabilities. We offer four recommendations to enhance medical school curricula that would educate medical students to provide equitable health services to individuals with disabilities: 1) embed disability training throughout medical education; 2) educate medical students to recognize multiple models of disability; 3) include education and experience with universal design and supported decision-making; and 4) include individuals with all types of disabilities in medical education. Including disability education for medical students should better prepare future physicians for feeling confident in their ability to provide care to individuals with disabilities.
在最近的一项全国性调查中，超过50%的医生表示，他们对为残疾人士提供护理的能力缺乏信心。这一发现令人担忧，因为1990年的《美国残疾人法案》要求医生确保其医疗机构对残疾人士开放。本评论文章论述了将残疾相关内容纳入医学教育以及为残疾人士提供包容性优质护理的必要性。我们提出了四项建议，以完善医学院课程，从而教育医学生为残疾人士提供公平的医疗服务：1）将残疾培训贯穿于整个医学教育过程；2）教育医学生认识多种残疾模式；3）纳入通用设计和辅助决策的教育与实践；4）让各类残疾人士参与医学教育。为医学生开展残疾教育，应能让未来的医生更有信心为残疾人士提供护理服务。
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