PDF(Pubmed)
Abstract：
UNASSIGNED: People with disabilities and those with non-English language preferences have worse health outcomes than their counterparts due to barriers to communication and poor continuity of care. As members of both groups, people who are Deaf users of American Sign Language have compounded health disparities. Provider discomfort with these specific demographics is a contributing factor, often stemming from insufficient training in medical programs. To help address these health disparities, we created a session on disability, language, and communication for undergraduate medical students.
UNASSIGNED: This 2-hour session was developed as a part of a 2020 curriculum shift for a total of 404 second-year medical student participants. We utilized a retrospective postsession survey to analyze learning objective achievement through a comparison of medians using the Wilcoxon signed rank test (α = .05) for the first 2 years of course implementation.
UNASSIGNED: When assessing 158 students\' self-perceived abilities to perform each of the learning objectives, students reported significantly higher confidence after the session compared to their retrospective presession confidence for all four learning objectives (ps < .001, respectively). Responses signifying learning objective achievement (scores of 4, probably yes, or 5, definitely yes), when averaged across the first 2 years of implementation, increased from 73% before the session to 98% after the session.
UNASSIGNED: Our evaluation suggests medical students could benefit from increased educational initiatives on disability culture and health disparities caused by barriers to communication, to strengthen cultural humility, the delivery of health care, and, ultimately, health equity.
UNASSIGNED: This 2-hour session was developed as a part of a 2020 curriculum shift for a total of 404 second-year medical student participants. We utilized a retrospective postsession survey to analyze learning objective achievement through a comparison of medians using the Wilcoxon signed rank test (α = .05) for the first 2 years of course implementation.
UNASSIGNED: When assessing 158 students\' self-perceived abilities to perform each of the learning objectives, students reported significantly higher confidence after the session compared to their retrospective presession confidence for all four learning objectives (ps < .001, respectively). Responses signifying learning objective achievement (scores of 4, probably yes, or 5, definitely yes), when averaged across the first 2 years of implementation, increased from 73% before the session to 98% after the session.
UNASSIGNED: Our evaluation suggests medical students could benefit from increased educational initiatives on disability culture and health disparities caused by barriers to communication, to strengthen cultural humility, the delivery of health care, and, ultimately, health equity.
摘要：
■由于沟通障碍和护理连续性差，残疾人和非英语语言偏好者的健康状况比同龄人差。作为两个团体的成员，使用美国手语的聋人加剧了健康差异。提供者对这些特定人口统计数据的不适是一个促成因素，通常源于医疗项目培训不足。为了帮助解决这些健康差距，我们创建了一个关于残疾的会议，语言,和通信本科医学生。
■这个2小时的课程是作为2020年课程转变的一部分开发的，共有404名二年级医学生参与者。我们利用回顾性的会后调查，通过使用Wilcoxon符号秩检验（α=.05）对课程实施的前2年的中位数进行比较，来分析学习目标成就。
■在评估158名学生的自我感知能力以执行每个学习目标时，与他们对所有四个学习目标的回顾性陈述信心相比,学生在会议结束后报告的信心显著更高(分别为ps<.001).表示学习目标成就的回答(4分，可能是，或5，绝对是)，当在实施的头两年中平均时，从会议前的73%增加到会议后的98%。
■我们的评估表明，医学生可以从有关残疾文化和健康差异的更多教育举措中受益，加强文化谦逊，提供医疗保健，and,最终,健康公平。
■这个2小时的课程是作为2020年课程转变的一部分开发的，共有404名二年级医学生参与者。我们利用回顾性的会后调查，通过使用Wilcoxon符号秩检验（α=.05）对课程实施的前2年的中位数进行比较，来分析学习目标成就。
■在评估158名学生的自我感知能力以执行每个学习目标时，与他们对所有四个学习目标的回顾性陈述信心相比,学生在会议结束后报告的信心显著更高(分别为ps<.001).表示学习目标成就的回答(4分，可能是，或5，绝对是)，当在实施的头两年中平均时，从会议前的73%增加到会议后的98%。
■我们的评估表明，医学生可以从有关残疾文化和健康差异的更多教育举措中受益，加强文化谦逊，提供医疗保健，and,最终,健康公平。
