Experiences and recommendations from people with spinal cord injury following participation in a disability education session at an allopathic medical school: a qualitative study

Spinal Cord Series and Cases, 2023 · DOI: https://doi.org/10.1038/s41394-023-00582-6 · Published: June 20, 2023

Simple Explanation

Medical schools often lack formal training on disability care. This study explores the views of individuals with spinal cord injuries (SCI) who participated in a medical school session designed to improve student communication skills, knowledge, and attitudes towards healthcare for people with disabilities. A focus group was conducted with adults with SCI after they participated in an educational session for medical students. The study analyzed the feedback to identify key themes and recommendations for improving the session. Participants generally had a positive view of the session and provided suggestions for enhancements. The feedback centered on the session's format, how to address student discomfort, improving student knowledge, and lessons from doctor-patient interactions.

Study Duration

Not specified

Participants

8 adults with Spinal Cord Injury

Evidence Level

Qualitative study

Key Findings

1
Participants felt the role play portion of the session was too short and suggested adding time or a second session later in medical school.
2
Participants noted some medical students were hesitant and awkward when interacting with them, especially regarding disability-related topics.
3
Participants recommended that medical students be better prepared, with specific questions to ask and a greater understanding of functional abilities experienced by PWDs.

Research Summary

This qualitative study explored the perceptions of people with SCI who participated in a disability education session for medical students, aiming to improve the session's content and structure. The study identified four major themes: session format and content, addressing student discomfort, increasing student knowledge, and important lessons from doctor-patient interactions. The study concludes that first-person input from people with SCI is critical to improving medical education and healthcare provision to the SCI community.

Practical Implications

Improve Medical Education

Incorporating feedback from people with SCI can enhance the relevance and effectiveness of disability education in medical schools.

Enhance Communication Skills

Addressing student discomfort and improving communication skills can lead to better patient interactions and healthcare outcomes for PWDs.

Increase Disability Awareness

Improving student knowledge of ADLs, IADLs, and common challenges faced by PWDs can lead to more informed and sensitive medical care.

Study Limitations

1
Small sample size of people with SCI from a single metropolitan area
2
The sample does not reflect national demographic characteristics of the SCI population
3
The analysis is limited to the focus group experience and does not describe the entire curriculum

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