ERIC Number: EJ1015875
Record Type: Journal
Publication Date: 2013-Aug
Abstractor: As Provided
Reference Count: N/A
Reflective Impressions of a Precepted Clinical Experience Caring for People with Disabilities
Karl, Renee; McGuigan, Denise; Withiam-Leitch, Matthew L.; Akl, Elie A.; Symons, Andrew B.
Intellectual and Developmental Disabilities, v51 n4 p237-245 Aug 2013
There is evidence that early and frequent encounters with people with disabilities can improve medical students' knowledge, skills, and attitudes about disability. As part of a 4-year integrated curriculum in caring for patients with disabilities, third-year medical students ("n" ?=? 144) in a Family Medicine clerkship participated in a day-long precepted clinical experience at a medical facility serving people with disabilities, predominantly developmental disabilities, where they met patients and worked with clinicians. At the conclusion of the program, students completed a reflective survey about their experience. These data were analyzed qualitatively using a constructivist grounded-theory approach. Students' responses indicated that the experience improved their comfort levels in working with people with disabilities and increased their awareness of attitudinal factors that influence patient care. Responses also demonstrated that students achieved an awareness of technical accommodations and organizational adaptations that improve patient care.
Descriptors: Disabilities, Medical Students, Medical Education, Attitudes toward Disabilities, Experiential Learning, Residential Programs, Developmental Disabilities, Program Effectiveness, Student Attitudes, Familiarity, Attitude Change, Constructivism (Learning), Consciousness Raising, Patients
American Association on Intellectual and Developmental Disabilities. P.O. Box 7065, Lawrence, KS 66044-7065. Tel: 785-843-1235; Fax: 785-843-1274; e-mail: AJMR@allenpress.com; Web site: http://aaiddjournals.org/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A