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dc.contributor.authorRobey, Kenneth L.
dc.contributor.authorMinihan, Paula M.
dc.contributor.authorLong-Bellil, Linda M.
dc.contributor.authorHahn, Joan Earle
dc.contributor.authorReiss, John G.
dc.contributor.authorEddey, Gary E.
dc.date2022-08-11T08:08:33.000
dc.date.accessioned2022-08-23T15:58:43Z
dc.date.available2022-08-23T15:58:43Z
dc.date.issued2013-10-01
dc.date.submitted2015-10-08
dc.identifier.citationDisabil Health J. 2013 Oct;6(4):271-9. doi: 10.1016/j.dhjo.2013.05.002. Epub 2013 Jun 18. <a href="http://dx.doi.org/10.1016/j.dhjo.2013.05.002">Link to article on publisher's site</a>
dc.identifier.issn1936-6574 (Print)
dc.identifier.doi10.1016/j.dhjo.2013.05.002
dc.identifier.pmid24060249
dc.identifier.urihttp://hdl.handle.net/20.500.14038/30501
dc.description.abstractThe training of health care providers has been identified as key to resolving the health disparities experienced by persons with disabilities. We contend that: 1) cultural competency provides a useful conceptual framework for teaching disability-related content to health professions students; 2) educational experiences can be structured to reflect the socio-cultural complexity of the 'disability culture;' 3) desired competencies associated with culture can be defined with regard to professionals' approach to patients with disabilities; 4) exposure to persons who have disabilities in their homes allows the student to make connections between the nuances of daily life with a disability and one's health care needs; 5) the framework allows the disability culture to be integrated with other cultural contexts, including race and ethnicity; and 6) the framework acknowledges the potential impact of providers' conscious or unconscious recognition of their potential membership in the disability culture on their approach to patients with disabilities.
dc.language.isoen_US
dc.relation<a href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=pubmed&cmd=Retrieve&list_uids=24060249&dopt=Abstract">Link to Article in PubMed</a>
dc.relation.urlhttp://dx.doi.org/10.1016/j.dhjo.2013.05.002
dc.subject*Cultural Competency
dc.subject*Curriculum
dc.subject*Delivery of Health Care
dc.subject*Disabled Persons
dc.subjectHealth Occupations
dc.subjectHumans
dc.subjectStudents
dc.subjectHealth Services Research
dc.subjectMedical Education
dc.titleTeaching health care students about disability within a cultural competency context
dc.typeJournal Article
dc.source.journaltitleDisability and health journal
dc.source.volume6
dc.source.issue4
dc.identifier.legacycoverpagehttps://escholarship.umassmed.edu/faculty_pubs/777
dc.identifier.contextkey7693428
html.description.abstract<p>The training of health care providers has been identified as key to resolving the health disparities experienced by persons with disabilities. We contend that: 1) cultural competency provides a useful conceptual framework for teaching disability-related content to health professions students; 2) educational experiences can be structured to reflect the socio-cultural complexity of the 'disability culture;' 3) desired competencies associated with culture can be defined with regard to professionals' approach to patients with disabilities; 4) exposure to persons who have disabilities in their homes allows the student to make connections between the nuances of daily life with a disability and one's health care needs; 5) the framework allows the disability culture to be integrated with other cultural contexts, including race and ethnicity; and 6) the framework acknowledges the potential impact of providers' conscious or unconscious recognition of their potential membership in the disability culture on their approach to patients with disabilities.</p>
dc.identifier.submissionpathfaculty_pubs/777
dc.contributor.departmentCenter for Health Policy and Research
dc.source.pages271-9


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