'Understanding Disability': Evaluating a contact-based approach to enhancing attitudes and disability literacy of medical students
'Understanding Disability': Evaluating a contact-based approach to enhancing attitudes and disability literacy of medical students
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DOI：
10.1016/j.dhjo.2018.07.007
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发表时间：
2019-01-01
影响因子：
4.5
通讯作者：
Linehan, Christine
中科院分区：
文献类型：
--
作者：
Lynch, Julie;Last, Jason;Linehan, Christine
背景：健康差距和向残疾人提供医疗保健方面的差距仍然是一个令人关切的问题。研究表明，医疗保健提供者的态度导致了这种差异。The approach to disability education and training in medical school warrants evaluation.Objectives：本研究旨在调查教育干预在培养医学生对残疾的积极态度方面的有效性，并确定基于互动的医院访视对接受神经康复治疗的患者的具体影响。基于网络的调查问卷分发给医学生进行为期12周的“理解残疾”模块。65名学生在模块的开始（T1），中间（T2）和结束（T3）的焦虑，态度，能力和同情的措施。在T2，大约有一半的学生已经完成了医院访问，一半没有。结果：分数在所有结构之间的开始和结束的模块，这表明一个积极的整体模块的效果显着变化。研究结果证实了一个显着的差异，焦虑和同情水平之间的组的学生谁完成了访问康复医院的中间调查波和那些谁没有，表明一个特定的安置effect.Conclusions：我们的研究结果表明，人际接触与残疾人有显着的影响焦虑和同情的情感变量。以前的研究表明，这有助于改善对残疾的态度。总的来说，我们提供了强有力的证据，包括在医学院接触为基础的教育干预，以提高学生对残疾的态度。(C)2018爱思唯尔公司All rights reserved.
Background: Health disparities and disparities in the provision of healthcare to people with disabilities remains a topic of concern. Research demonstrates that attitudes of healthcare providers contribute to this disparity. The approach to disability education and training in medical school warrants evaluation.Objectives: This study sought to investigate the efficacy of an educational intervention in cultivating positive attitudes towards disability in medical students, and determine the specific impact of an interaction-based hospital visit to patients undergoing neurological rehabilitation.Methods: Web-based questionnaires were distributed to medical students undertaking a 12-week 'Understanding Disability' module. Measures of anxiety, attitude, competency and empathy were obtained from 65 students at the beginning (T1), middle (T2) and end (T3) of the module. At T2, approximately half of the students had completed a hospital visit and half had not.Results: Scores changed significantly across all constructs between the beginning and end of the module suggesting a positive overall module effect. Findings confirmed a significant difference in anxiety and empathy levels between the group of students who had completed the visit to the rehabilitation hospital by the middle survey wave and those who had not, indicating a specific placement effect.Conclusions: Our findings suggest that interpersonal contact with individuals with disabilities has a distinct impact on the affective variables of anxiety and empathy. Previous research suggests that this contributes towards improved attitudes to disability. Overall, we provide strong evidence for the inclusion of contact-based educational interventions in medical school to enhance students' attitudes to disability. (C) 2018 Elsevier Inc. All rights reserved.