对波兰、塞尔维亚和捷克医科学生与智障人士合作能力的跨国分析。
A cross-country analysis of Polish, Serbian, and Czech medical students' competencies in working with individuals with intellectual disabilities.
作者信息
Ćwirynkało Katarzyna, Parchomiuk Monika, Żyta Agnieszka, Kazanowski Zdzisław, Golubović Špela, Tóthová Valérie, Dolák Frantisek, Milutinović Dragana
机构信息
University of Warmia and Mazury in Olsztyn, Olsztyn, Poland.
Maria Curie-Skłodowska University, Lublin, Poland.
出版信息
BMC Med Educ. 2025 Apr 22;25(1):590. doi: 10.1186/s12909-025-07139-1.
BACKGROUND
The complexity of difficulties and limitations associated with intellectual disabilities entails the need for accessing support in healthcare services by competent physicians. The way medical education is structured in different countries may influence how well medical students are prepared to address the needs of patients with intellectual disabilities.
METHODS
Three self-constructed scales were used to compare the self-assessed competencies of undergraduate medical students from Poland, Serbia, and the Czech Republic working with individuals with intellectual disabilities and to understand the significance of selected variables differentiating these competencies across countries.
RESULTS
A total of 357 medical students from the three countries constituted the study sample. The students generally acknowledged the necessity of preventing discriminatory practices in healthcare and recognized the importance of special protection for individuals with intellectual disabilities. Differences were observed in their social distance and self-assessed competencies in working with these patients. Additionally, sociodemographic factors and prior experience played differing roles.
CONCLUSIONS
The education of future doctors should include the opportunity to develop knowledge and skills to work with patients with disabilities.
背景
与智力残疾相关的困难和限制的复杂性使得有必要让称职的医生在医疗服务中提供支持。不同国家医学教育的结构方式可能会影响医学生为满足智力残疾患者需求做好准备的程度。
方法
使用三个自行构建的量表来比较来自波兰、塞尔维亚和捷克共和国的本科医学生在与智力残疾个体合作时的自我评估能力，并了解区分这些能力的选定变量在不同国家的重要性。
结果
来自这三个国家的357名医学生构成了研究样本。学生们普遍承认在医疗保健中防止歧视性做法的必要性，并认识到对智力残疾个体进行特殊保护的重要性。在他们与这些患者合作时的社会距离和自我评估能力方面观察到了差异。此外，社会人口因素和先前经验发挥了不同的作用。
结论
未来医生的教育应包括培养与残疾患者合作的知识和技能的机会。
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