Implementing Disability Competencies Among Medical Undergraduates: Insight from a Government Medical College in India.
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| Title: | Implementing Disability Competencies Among Medical Undergraduates: Insight from a Government Medical College in India. |
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| Authors: | R, Deepthi (AUTHOR), Kannan, Suthanthira (AUTHOR), M, Vinaya (AUTHOR), Lonimath, Ashwini (AUTHOR), Shenoy, Anuradha (AUTHOR) |
| Source: | International Journal of Disability, Development & Education. Apr2026, Vol. 73 Issue 3, p588-601. 14p. |
| Subjects: | Lecture method in teaching, Scale analysis (Psychology), Student satisfaction, Empathy, Human services programs, Medical education, Diffusion of innovations, Undergraduates, Evaluation of human services programs, Role playing, Teaching methods, Descriptive statistics, Medical students, Autodidacticism, Professions, Pre-tests & post-tests, Clinical competence, Medical schools, Curriculum planning, Communication, Metropolitan areas, Clinical education, People with disabilities |
| Geographic Terms: | India |
| Abstract: | Persons with disability (PWD) face numerous barriers in accessing health care including attitudinal, physical, and systemic challenges. Medical professionals have very limited training in caring for PWD. India has recently recognised and implemented eight disability competencies in the undergraduate medical curriculum. This study aimed to design, implement, and evaluate the training of medical students in disability competencies within a Government Medical College in India. Educational Implementation research was conducted among 75 undergraduates in 2022–2023. Seven hours for Eight disability competencies were designed and delivered over three days using innovative teaching strategies. The overall impact of the intervention was collected through feedback forms using the Likert scale. Sensitising lectures, buzz groups, exercises, and self-directed learning (SDL) activities were used to understand disability, the Rights of PWD, and models of disability. Disability etiquette, communication with PWDs, and non-discriminatory behaviour were demonstrated by roleplay, group discussion with PWDs, and Forum theatre. The disability competency curriculum received positive feedback from students, with more than 94% indicating satisfaction with the sessions. The implemented disability competency curriculum successfully imprinted disability concepts into medical students. Delivering disability competencies positively influenced students' attitudes and understanding of the healthcare needs of PWDs effectively and, hence, can be replicated. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Disability, Development & Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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