Faculty of science, University of Alberta, Alberta, Canada.
Department of Paediatrics, University of Alberta, Alberta, Canada.
Can Med Educ J. 2023 Jun 27;14(3):75-86. doi: 10.36834/cmej.74411. eCollection 2023 Jun.
There is an increasing need for a standardized undergraduate disability curriculum for medical students to better equip students with the proper training, knowledge, and skills to provide holistic care for individuals with disabilities.
The aim of this scoping review was to better understand and analyze the current body of literature focusing on best practice for including disability curricula and its impact on undergraduate medical students.
Three major components for designing a disability curriculum for undergraduate medical students were obtained from our analysis. The components were: (1) effective teaching strategies, (2) competencies required for disability curriculum, and (3) impact of disability curriculum on medical students.
Current literature revealed that exposing medical students to a disability curriculum impacted their overall perceptions about people with disabilities. This allowed them to develop a sense of understanding towards patients with disabilities during their clinical encounters. The effectiveness of a disability curriculum is dependent on the extent to which these interventions are incorporated into undergraduate medical education.
对于医学生而言，需要一个标准化的本科残疾课程，以便更好地为学生提供适当的培训、知识和技能，为残疾人士提供整体护理。
本范围综述的目的是更好地了解和分析目前专注于残疾课程最佳实践及其对本科医学生影响的文献。
通过分析，我们得出了为本科医学生设计残疾课程的三个主要组成部分。这些组成部分是：（1）有效的教学策略，（2）残疾课程所需的能力，以及（3）残疾课程对医学生的影响。
目前的文献表明，让医学生接触残疾课程会影响他们对残疾人士的整体看法。这使他们能够在临床接触中对残疾患者产生理解。残疾课程的有效性取决于这些干预措施在本科医学教育中的实施程度。
