Partners in Health Education for People with Disabilities Curriculum
Training consists of lectures and both non-medical and clinical experiences. Topics include health disparities; disability awareness, developmental disabilities; history, rights and laws; engaging community-based services; and effective communication strategies. Experiences include patient/family interviews; community agency visits; case studies; clinical experiences, peer discussions, personal reflections, and evaluations.
Highlights of findings from data: Increase in students’ knowledge of disabilities, legal rights, accommodations, and effective communication strategies; positive impacts on campus culture, preceptors and community-based partners; effective in promoting student self-discovery, and overcoming their often long-held negative attitudes, bias, and misinformation. Students also increased their awareness of secondary health care conditions linked to developmental disabilities; effective ways to interact with patients and their families; and the importance of tailored health literacy, preventative care, and promoting health, wellness and fitness. Curriculum sustainability was a goal from the onset of the pilots, and findings show a need for endorsement of department chairs, faculty training, curriculum updates, and ongoing effective collaboration with disability advocacy and community-based service providers.
Learning Areas:Administer health education strategies, interventions and programs
Assessment of individual and community needs for health education
Diversity and culture
Implementation of health education strategies, interventions and programs
Planning of health education strategies, interventions, and programs
Public health or related laws, regulations, standards, or guidelines
Define the demonstrated steps to successfully integrate and adapt the PHEPD curriculum components into any healthcare education curriculum. Discuss importance of faculty orientation to PHEPD curriculum. Describe the content and purpose of the eight curriculum components (didactic lectures, home visits, agency visits, group discussions, personal reflections, clinical care, case review, and evaluations) Compare adaptations, enhancements, and variations of current 5 pilot projects conducted with Nurse Practitioner and Physician Assistant students (SUNY Binghamton; Daemen College in Buffalo, NY; Wagner College on Staten Island, and Hofstra University in Hempstead, Long Island)
Keyword(s): Disabilities, Professional Development
Qualified on the content I am responsible for because: I have a BA in Psychology from the University of Rochester in NYS, and provide the evaluation and technical assistance for the five pilot projects implementing Partners in Healthcare Education for People with Disabilities I have 40 years of professional work experience in organizations providing advocacy and services to individuals with disabilities, their families and caregivers; and provide training in the areas of education, disability laws, housing, employment, transportation, and access to quality health care.
Any relevant financial relationships? No
I agree to comply with the American Public Health Association Conflict of Interest and Commercial Support Guidelines, and to disclose to the participants any off-label or experimental uses of a commercial product or service discussed in my presentation.