DISABILITY COMPETENCIES.pptx
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The document discusses the implementation of disability competencies in health profession education in India, highlighting the need for medical graduates to be equipped with skills to care for patients with disabilities. It outlines the UN Convention on the Rights of Persons with Disabilities, the development of India's disability law in 2016, and the incorporation of disability education into medical curricula. Key components include teaching methods, disability etiquette, and the importance of advocacy and empathy in healthcare settings.
DISABILITY COMPETENCIES.pptx
- 1. DISABILITY COMPETENCIES IN HEALTH PROFESSION EDUCATION DR. CH.RAKESH SINGHA PGT, DEPT.OF ORTHOPAEDICS SILCHAR MEDICAL COLLEGE & HOSPITAL
- 2. What Are Disability Competencies • Competencies are abilities & attributes that are essential to effective health care delivery. • Disability competencies are skills and attributes essential to providing health care to patients with disability. • Or Minimum expected out of Indian medical graduate about the disability to provide compensate care to all.
- 3. Why Do We Need Disability Competencies • 1 in 7 population or 15% population live with some form with disability. • Largest minority group. • This number is increasing with chronic diseases. age, road traffic accidents. • 80% in developing countries • 70% in rural population.
- 4. • This is first human right treaty of the new millennium. • UNCRPD is one of 9 core international human right treaties & 1st internationally legally binding instrument to all the countries & nation that have ratify this convention. • India was one of the major country that ratify this convention in 2007. • Change their existing law & in 2016 we have disability law “Right to Person with Disability Act”. • Section 39:2F states that “ensure the right of disable people are included in curriculum in university, colleges & school” that implies to medical education & MCI.
- 5. When To Teach Disability Competencies • Day 1 because we will be having patient, student, faculty with disability. • We need the disability competencies longitudinally through out the curriculum as per the new disability legislation that is why it is include in foundation course . • 3rd _ 4th year we are having 1 month of electives. We can have separate elective on disability medicine.
- 6. Where To Teach Disability Competencies • Lecture halls. • Demonstration in bedside or clinics. • We have to include interpersonal communication like waiting room, emergency, postop, follow up, rehabilitation etc.
- 7. Who Will Teach Disability Competencies • People lived with experienced disability. • It can be patient with disability, student with disability, faculty with disability because they have lived experienced. • In addition we can invite disability activist, care giver to disability people, human right experts & anybody with passion.
- 8. How To Teach Disability Competencies • We need to include the tools from health humanity to teach disability competencies. • ABCDE paradigm is an integrated interdisciplinary medical humanity approach to teach medical students A appropriate analytical attitude B ethical & professional behaviour C effective communication D respect for diversity E empathy • We can use art, paintings, incidental report, poetry, narratives to teach disability competencies.
- 9. Disability Competencies In CBME (Competitive Based Medical Education) • It is part of Foundation Course ( 1month) • Within the course we have Professional Development including Ethics. • Module 5 is about Disability competencies • 8 Disability Competencies under the Five Roles of the Indian Medical Graduate. • 7 hours are prescribe to teach 8 disability competencies.
- 10. Genesis • Dec 2017: Submitted proposal on DiCC (disability inclusive compassionate care) to university of Chicago. • July 2018: Accepted DiCC to Uchicago. • Mar 2019: Two statutory bodies forwarded these to MCI • 12 Mar 2019: MCI BOG circulated to all medical institutions • Nov 2019: MCI new CBME. • Dec 2019: Finalized 52 competencies
- 11. MBBS Students To Learn Disability Rights For the first time in India, disability rights will be part of the MBBS curriculum. When medical colleges commence their new academic session, they will offer a one-month foundation course on disability to be completed by August 31. The Court of State Commissioner for Persons with Disability directed the inclusion of components of disability rights legislations in the curriculum of medical courses, and Medical Council of India (MCI) has released details of the foundation course involving seven hours of disability competencies to be conducted throughout the country.
- 12. Eight Disability Competencies Under The Five Roles Of The Indian Medical Graduate (IMG) 1) The student should be able to - Describe disability as per United Nations Convention on the Rights of Persons with Disabilities while demonstrating respect for the differences and capacities of persons with disabilities as part of human diversity and humanity. • Suggested TLM ( teaching learning method) : Lecture/or panel discussion involving person with disability.
- 13. 2) The student should be able to: - Compare and contrast medical and social model of disability. • Suggested TLM: Patient narratives in small groups followed by sharing amongst groups
- 14. 3) The student should be able to: - Build an understanding on the disability etiquettes while addressing people with disabilities. • Suggested TLM : Standardized patient with disabilities in small groups followed by sharing amongst group.
- 15. Disability Etiquettes • Just because someone has a disability, don't assume they need help. Always ask. • Speak directly to a person with disability and not his caretaker. • Avoid outdated terms like handicapped, crippled, or retarded. Many people with disabilities dislike euphemistic terms like 'physically challenged", "specially abled' and 'differently abled. • Say Person with a disability rather than disabled person. Say "person who uses a wheelchair" rather than or 'wheelchair bound.“
- 16. • Avoid negative, disempowering words, like ‘victim’. Say 'person with Polio' instead of "Polo victim' or "Polio sufferer. • It is acceptable to call blind to a visually impaired & Deaf to a hearing impaired person. • Don't push or touch a person's crutches or wheelchair; it's part of her personal space. • If a person who is blind needs to be guided, offer your arm don't take his. Disability Etiquettes
- 17. • Do not obscure your face while communicating with hearing Impaired as most people lip- read. • Respect the privacy of a person with a disability. Allow him to discuss his situation it and when he feels comfortable doing so, • Don't use baby talk or talk down to people who have developmental disabilities. • Don't make decisions for people with disabilities about what they can or can't do. • Many of the disabilities are hidden Respect diversity Disability Etiquettes
- 18. 4) The student should be able to: - Demonstrate awareness of the disabilities included in the Rights of Persons with Disabilities Act, 2016. • Suggested TLM : Case histories, incidental reports in small groups followed by sharing amongst groups
- 19. Reasonable Accommodations • Extra time for examinations (usually an additional 25% in written examinations). • Not assessing penalties for spelling errors on papers or exams. • Copies of lecture notes and handouts prior to lectures— Audio-taping or video-taping of classes. • Providing examinations in alternative formats, such as oral instead of written.
- 20. 5) The student should be able to: - Demonstrate the use of verbal and non-verbal empathetic communication techniques while communicating with people with disabilities. • Suggested TLM: Clinical patient encounter with guidance in small groups followed by sharing amongst groups
- 21. 6) The student should be able to: - Demonstrate a non-discriminatory behaviors towards patients or caregivers with disabilities. Suggested TLM: Video or simulated encounters or Forum Theatre (Theatre of the Oppressed) Classroom session
- 22. 7) The student should be able to: - Have an understanding of accessible healthcare setting for patients with disabilities, including universal design. Suggested TLM: Disability Unit Visit
- 23. 8) The student should be able to: - Advocate social inclusion by raising awareness of the human rights of persons with disabilities. Suggested TLM: paper/blog SDL (Simple Direct Media Layer)
- 26. • According to the Act “any person intentionally insults or intimidates with intent to humiliate a person with a disability in any place within public view" is punishable with imprisonment. • Section 89 : First contravention: Fine up to 10,000/ Second time: 50,000 to 5 lakhs • Section 91 : Imprisonment up to 2 years or fine up to 1 lakh or both • Section 92 : Imprisonment from 6 months up to 5 years & with fine
- 27. THANK YOU