Deconstructing Ableism in Health Care Settings Through Case-Based Learning
Introduction Patients with disabilities face health disparities, and providers with disabilities confront professional roadblocks and institutional bias. Yet their experiences are often excluded from medical education, and few case studies address culturally humble care for those with disabilities....
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| Format: | Article |
| Language: | English |
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Association of American Medical Colleges
2022-05-01
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| Series: | MedEdPORTAL |
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| Online Access: | http://www.mededportal.org/doi/10.15766/mep_2374-8265.11253 |
| _version_ | 1818194911011274752 |
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| author | Zainub Dhanani Nina Huynh Louis Tan Harika Kottakota Rosa Lee Peter Poullos |
| author_facet | Zainub Dhanani Nina Huynh Louis Tan Harika Kottakota Rosa Lee Peter Poullos |
| author_sort | Zainub Dhanani |
| collection | DOAJ |
| description | Introduction Patients with disabilities face health disparities, and providers with disabilities confront professional roadblocks and institutional bias. Yet their experiences are often excluded from medical education, and few case studies address culturally humble care for those with disabilities. Methods We created two 1-hour case-based modules on disability and ableism from patient and provider perspectives. Modules were piloted in June 2020 and presented at two conferences in April 2021. Modules included a prereading, introductory disability presentation, and facilitated case discussions. Sessions were evaluated with pre- and/or postsession surveys. Modules were rated on 5-point Likert scales for educational value, professional growth contribution, and interactive/engaging design. Results Participants rated the patient and provider modules 4.5, 4.4, and 4.4 and 4.5, 4.4, and 4.5 for the three categories, respectively. Participants noted that the sessions were insightful and validating and improved their understanding of ableism and the importance of disability curricula. There were significant improvements in participants’ perceptions of ability to discuss ableism's impacts, recognize barriers, identify resource/support gaps for trainees, and advocate. A total of 171 participants completed our modules, with survey response rates of 38% (60 out of 160) and 48% (77 out of 160) for one conference and a postsurvey response rate of 64% (seven out of 11) for the second. Discussion Designed for health care trainees, providers, administration, and staff, our sessions introduced concepts of ableism, accommodation, and health care barriers. Our results suggest the modules can contribute to professional growth, understandings of ableism, and participants’ disability advocacy tool kit. |
| first_indexed | 2024-12-12T01:09:48Z |
| format | Article |
| id | doaj.art-13f479e603844e9a83c4d422e3258083 |
| institution | Directory Open Access Journal |
| issn | 2374-8265 |
| language | English |
| last_indexed | 2024-12-12T01:09:48Z |
| publishDate | 2022-05-01 |
| publisher | Association of American Medical Colleges |
| record_format | Article |
| series | MedEdPORTAL |
| spelling | doaj.art-13f479e603844e9a83c4d422e32580832022-12-22T00:43:29ZengAssociation of American Medical CollegesMedEdPORTAL2374-82652022-05-011810.15766/mep_2374-8265.11253Deconstructing Ableism in Health Care Settings Through Case-Based LearningZainub Dhanani0Nina Huynh1Louis Tan2Harika Kottakota3Rosa Lee4Peter Poullos5Third-Year Medical Student, Stanford University School of MedicineFirst-Year Medical Student, A.T. Still University School of Osteopathic Medicine in ArizonaStanford Medicine Abilities Coalition (SMAC) Intern, Department of Radiology, Stanford University School of MedicineFirst-Year Medical Student, University of California, Los Angeles, David Geffen School of MedicineAssociate Medical Professor, Department of Medical Education, CUNY School of MedicineClinical Associate Professor of Radiology, Gastroenterology, and Hepatology, and Director, Stanford Medicine Abilities Coalition (SMAC), Stanford University School of MedicineIntroduction Patients with disabilities face health disparities, and providers with disabilities confront professional roadblocks and institutional bias. Yet their experiences are often excluded from medical education, and few case studies address culturally humble care for those with disabilities. Methods We created two 1-hour case-based modules on disability and ableism from patient and provider perspectives. Modules were piloted in June 2020 and presented at two conferences in April 2021. Modules included a prereading, introductory disability presentation, and facilitated case discussions. Sessions were evaluated with pre- and/or postsession surveys. Modules were rated on 5-point Likert scales for educational value, professional growth contribution, and interactive/engaging design. Results Participants rated the patient and provider modules 4.5, 4.4, and 4.4 and 4.5, 4.4, and 4.5 for the three categories, respectively. Participants noted that the sessions were insightful and validating and improved their understanding of ableism and the importance of disability curricula. There were significant improvements in participants’ perceptions of ability to discuss ableism's impacts, recognize barriers, identify resource/support gaps for trainees, and advocate. A total of 171 participants completed our modules, with survey response rates of 38% (60 out of 160) and 48% (77 out of 160) for one conference and a postsurvey response rate of 64% (seven out of 11) for the second. Discussion Designed for health care trainees, providers, administration, and staff, our sessions introduced concepts of ableism, accommodation, and health care barriers. Our results suggest the modules can contribute to professional growth, understandings of ableism, and participants’ disability advocacy tool kit.http://www.mededportal.org/doi/10.15766/mep_2374-8265.11253AbleismBiasCase-Based LearningDisabilitiesHealth Policy/Health Care ReformDiversity |
| spellingShingle | Zainub Dhanani Nina Huynh Louis Tan Harika Kottakota Rosa Lee Peter Poullos Deconstructing Ableism in Health Care Settings Through Case-Based Learning MedEdPORTAL Ableism Bias Case-Based Learning Disabilities Health Policy/Health Care Reform Diversity |
| title | Deconstructing Ableism in Health Care Settings Through Case-Based Learning |
| title_full | Deconstructing Ableism in Health Care Settings Through Case-Based Learning |
| title_fullStr | Deconstructing Ableism in Health Care Settings Through Case-Based Learning |
| title_full_unstemmed | Deconstructing Ableism in Health Care Settings Through Case-Based Learning |
| title_short | Deconstructing Ableism in Health Care Settings Through Case-Based Learning |
| title_sort | deconstructing ableism in health care settings through case based learning |
| topic | Ableism Bias Case-Based Learning Disabilities Health Policy/Health Care Reform Diversity |
| url | http://www.mededportal.org/doi/10.15766/mep_2374-8265.11253 |
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