Developing competencies for the dental care of people with sensory disabilities: A pilot inclusive approach
Abstract
Objectives: Different
training programs for healthcare students that have a bio-psychosocial approach
have been reported to have a significant beneficial impact on their education,
attitudes and competencies towards Persons with Disabilities. In Chile,
however, there are no explicit legal obligations to provide healthcare
professionals with the skills required
to offer their services in public or private healthcare facilities to Persons
with Disabilities. Given this situation, a pilot one-semester elective
course for dental students was carried out focusing on people with visual
disabilities and people with hearing disabilities, incorporating Deaf and blind
teachers. The aim of this paper is to
describe the perceptions and results of this pilot course aimed at identifying
and responding to the healthcare needs of people with v a pilot
one-semester elective course for dental students was carried out focusing on
people with visual disabilities and people with hearing disabilities,
incorporating Deaf and blind teachers. isual
or hearing disability.
Materials and
methods: A
multi-strategy 17-week elective course was carried out in the first semester of
Dentistry School with 14 students enrolled. Educational strategies used were
lectures, guided discussion (GD), role-play (RP), standardized patients (SP)
and case method teaching (CM), with the participation of deaf and blind
teachers. Once the program had finished, the students answered a survey
designed with open-ended questions, and GD, RP, SP, CM, attendance and grades
obtained were recorded and analyzed.
Results: Attendance was 82–100%. All students passed the course with the highest
score, and thus were able to define the medical approach needed in cases of
hearing and visual disability, recognize the cultural and linguistic aspects of
people with visual disability and people with hearing disability and learn
their means of communication.
Conclusions: This course was successful in helping the students to identify and
respond to the healthcare needs of people with visual or hearing disability.
Keywords
Supporting Institution
CONICYT FONDEF FONIS + MINSAL / XV CONCURSO DE INVESTIGACIÓN Y DESARROLLO EN SALUD,
Project Number
FONIS 2018 SA18I0116
Thanks
- Marcelo Figueroa & Karen Sáez: Blind teachers - Lorenzo Flores & Katherinne Caorsi: Deaf teachers - Andrea Lozano: Director of SENADIS (National Service for Disability) - Shamyr Castro, Ajdunt Professor Universidade Federal Do Ceará, Brazil
References
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- 10. Virgili G, Acosta R, Grover LL, et al. Reading aids for adults with low vision. Cochrane Database Syst Rev. 2013;(10):CD003303.
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- 14. Hoang L, LaHousse SF, Nakaji MC, Sadler GR. Assessing deaf cultural competency of physicians and medical students. J Cancer Educ. 2011;26(1):175-82.
- 15. Thew D, Smith SR, Chang C, Starr MM. The deaf strong hospital program: a model of diversity and inclusion training for first-year medical students. Acad Med. 2012;87(11):1496.
- 16. Van Winkle LJ, Fjortoft N, Hojat M. Impact of a workshop about aging on the empathy scores of pharmacy and medical students. Am J Pharm Educ. 2012;76(1):9.
- 17. Oliveira YCA, Costa GMC, Coura AS, et al. Brazilian sign language in the training of nursing, physiotherapy and dentistry professionals in the state of Paraíba, Brazil. Interface. 2012;16(43):995-1008.
- 18. Jones T, Cumberbatch K. Sign language in dental education—A new nexus. Eur J Dent Educ. 2018;22(3):143-150.
- 19. Mathews JL, Parkhill AL, Schlehofer DA, et al. Role-reversal exercise with deaf strong hospital to teach communication competency and cultural awareness. Am J Pharm Educ. 2011;75(3):53.
- 20. Robey KL, Minihan PM, Long-Bellil LM, et al. Teaching health care students about disability within a cultural competency context. Disabil Health J. 2013;6(4):271-9.
- 21. Iezzoni LI, Long-Bellil LM. Teaching About Disability: Involving Patients with Disabilities as Medical Educators. Disabil Health J. 2012;5(3):136-9.
- 22. Xu J. Toolbox of teaching strategies in nurse education. Chinese Nursing Research. 2016;3(2):54-7.
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- 25. Campos V. Who has special needs? JOralRes. 2017;6(11):285
- 26. Castro SS, Rowe M, Andrade LF, Cyrino EG. Developing competencies among health professions students related to the care of people with disabilities: a pilot study. Interface. 2018;22(65):551-63.
- 27. Thew D, Smith SR, Chang C, Starr M. Deaf Strong Hospital: An Exercise in Cross-Cultural Communication for First Year Medical Students. Acad Med. 2012;87(11):1496-500.
- 28. Bush H, Bissell V. The evaluation of an approach to reflective learning in the undergraduate dental curriculum. Eur J Dent Educ. 2008;12(2):103-10.
- 29. Ihm JJ, Seo DG. Does Reflective Learning with Feedback Improve Dental Students' Self-Perceived Competence in Clinical Preparedness? J Dent Educ. 2016;80(2):173-82.
- 30. Thidemann IJ, Söderhamn O. High-fidelity simulation among bachelor students in simulation groups and use of different roles. Nurse Educ Today. 2013;33(12):1599-604
- 31. Long-Bellil LM, Robey KL, Graham CL, et al. Teaching medical students about disability: the use of standardized patients. Acad Med 2011;86(9):1163-70.
- 32. Sandars J. The use of reflection in medical education: AMEE guide no. 44. Med Teach. 2009;31:685–95
- 33. Ericsson KA. Deliberate practice and the acquisition and maintenance of expert performance in medicine and related domains. Acad Med. 2004; 79:S70–81
- 34. Finsterbusch C. La extensión de los ajustes razonables en el derecho de las personas en situación de discapacidad de acuerdo al enfoque social de derechos humanos. Ius et Praxis. 2016;22(2):227-52.
- 35. Campos V. Patients with sensoriality and health services, a pending commitment. Int J Med Surg Sci. 2017;4(4):1236-7.
- 36. Khan AA, Siddiqui AZ, Mohsin SF, et al. Impact of network aided platforms as educational tools on academic performance and attitude of pharmacology students. Pak J Med Sci. 2017;33(6):1473-1478
- 37. Corcodel N, Krisam J, Klotz AL, et al. Evaluation of small-group education on the shade determination ability of preclinical dental students-A controlled clinical trial. Eur J Dent Educ. 2018;22(3):e582-e587.
- 38. Steinert Y. Student perceptions of effective small group teaching. Med Educ. 2004;38(3):286-93
- 39. Meo SA. Basic steps in establishing effective small group teaching sessions in medical schools. Pak J Med Sci. 2013;29(4):1071-6
Abstract
Project Number
FONIS 2018 SA18I0116
References
- 1. Johnston M. Models of disability. Psychologist. 1996; 9:205-10.
- 2. WHO. International classification of functioning, disability and health (ICF) [Internet]. Geneva: World Health Organization; 2007. p. 112-9.
- 3. World Health Organization. Disability and Health Fact Sheet No. 352. WHO, Geneva; 2015.
- 4. Barnett S. Cross-cultural communication with patients who use American Sign Language. Fam Med. 2002;34(5):376–382.
- 5. Bachman SS, Vedrani M, Drainoni ML, et al. Provider perceptions of their capacity to offer accessible health care for people with disabilities. J Soc Work Disabil Rehabil. 2006;17(3):130-6.
- 6. Murray CJ, Vos T, Lozano R, et al. Disability-adjusted life years (DALYs) for 291 diseases and injuries in 21 regions, 1990–2010: a systematic analysis for the Global Burden of Disease Study 2010. Lancet. 2013;380(9859):2197-223.
- 7. Campos V. Barriers deaf patients face when receiving dental treatment. JOralRes. 2016;5(4):144-145.
- 8. Ladd P. Deaf Culture: In Search of Deafhood. Clevedon, England: Multilingual Matters Ltd. 2003.
- 9. Lučić B, Ostrogonac S, Vujnović N, et al. Educational applications for blind and partially sighted pupils based on speech technologies for Serbian. ScientificWorldJournal. 2015;2015: 839252.
- 10. Virgili G, Acosta R, Grover LL, et al. Reading aids for adults with low vision. Cochrane Database Syst Rev. 2013;(10):CD003303.
- 11. Šepić B, Ghanem A, Vogel S. BrailleEasy: One-handed Braille Keyboard for Smartphones. Stud Health Technol Inform. 2015; 217:1030-5.
- 12. United Nations Human Rights Office of the High Commissioners. The Convention on the Rights of Persons with Disabilities Training Guide. Professional Training Series No. 19. New York and Geneva: United Nations; 2014.
- 13. Lock E. A workshop for medical students on deafness and hearing impairments. Acad Med. 2003;78(12):1229-34.
- 14. Hoang L, LaHousse SF, Nakaji MC, Sadler GR. Assessing deaf cultural competency of physicians and medical students. J Cancer Educ. 2011;26(1):175-82.
- 15. Thew D, Smith SR, Chang C, Starr MM. The deaf strong hospital program: a model of diversity and inclusion training for first-year medical students. Acad Med. 2012;87(11):1496.
- 16. Van Winkle LJ, Fjortoft N, Hojat M. Impact of a workshop about aging on the empathy scores of pharmacy and medical students. Am J Pharm Educ. 2012;76(1):9.
- 17. Oliveira YCA, Costa GMC, Coura AS, et al. Brazilian sign language in the training of nursing, physiotherapy and dentistry professionals in the state of Paraíba, Brazil. Interface. 2012;16(43):995-1008.
- 18. Jones T, Cumberbatch K. Sign language in dental education—A new nexus. Eur J Dent Educ. 2018;22(3):143-150.
- 19. Mathews JL, Parkhill AL, Schlehofer DA, et al. Role-reversal exercise with deaf strong hospital to teach communication competency and cultural awareness. Am J Pharm Educ. 2011;75(3):53.
- 20. Robey KL, Minihan PM, Long-Bellil LM, et al. Teaching health care students about disability within a cultural competency context. Disabil Health J. 2013;6(4):271-9.
- 21. Iezzoni LI, Long-Bellil LM. Teaching About Disability: Involving Patients with Disabilities as Medical Educators. Disabil Health J. 2012;5(3):136-9.
- 22. Xu J. Toolbox of teaching strategies in nurse education. Chinese Nursing Research. 2016;3(2):54-7.
- 23. Hendricson WD, Andrieu SC, Chadwick DG, Chmar JE, Cole JR, George MC, Glickman GN, Glover JF, Goldberg JS, Haden NK, Meyerowitz C, Neumann L, Pyle M, Tedesco LA, Valachovic RW, Weaver RG, Winder RL, Young SK, Kalkwarf KL; ADEA Commission on Change and Innovation in Dental Education. Educational Strategies Associated with Development of Problem-Solving, Critical Thinking, and Self-Directed Learning. J Dent Educ. 2006;70(9):925-36
- 24. Ministerio de planificación. Ley Establece normas sobre igualdad de oportunidades e inclusión social de personas con discapacidad. 2010// Ley N° 20.422. Establece normas sobre igualdad de oportunidades e inclusión social de personas con discapacidad. Diario Oficial de la República de Chile, Santiago, Chile, 10 de febrero de 2010.
- 25. Campos V. Who has special needs? JOralRes. 2017;6(11):285
- 26. Castro SS, Rowe M, Andrade LF, Cyrino EG. Developing competencies among health professions students related to the care of people with disabilities: a pilot study. Interface. 2018;22(65):551-63.
- 27. Thew D, Smith SR, Chang C, Starr M. Deaf Strong Hospital: An Exercise in Cross-Cultural Communication for First Year Medical Students. Acad Med. 2012;87(11):1496-500.
- 28. Bush H, Bissell V. The evaluation of an approach to reflective learning in the undergraduate dental curriculum. Eur J Dent Educ. 2008;12(2):103-10.
- 29. Ihm JJ, Seo DG. Does Reflective Learning with Feedback Improve Dental Students' Self-Perceived Competence in Clinical Preparedness? J Dent Educ. 2016;80(2):173-82.
- 30. Thidemann IJ, Söderhamn O. High-fidelity simulation among bachelor students in simulation groups and use of different roles. Nurse Educ Today. 2013;33(12):1599-604
- 31. Long-Bellil LM, Robey KL, Graham CL, et al. Teaching medical students about disability: the use of standardized patients. Acad Med 2011;86(9):1163-70.
- 32. Sandars J. The use of reflection in medical education: AMEE guide no. 44. Med Teach. 2009;31:685–95
- 33. Ericsson KA. Deliberate practice and the acquisition and maintenance of expert performance in medicine and related domains. Acad Med. 2004; 79:S70–81
- 34. Finsterbusch C. La extensión de los ajustes razonables en el derecho de las personas en situación de discapacidad de acuerdo al enfoque social de derechos humanos. Ius et Praxis. 2016;22(2):227-52.
- 35. Campos V. Patients with sensoriality and health services, a pending commitment. Int J Med Surg Sci. 2017;4(4):1236-7.
- 36. Khan AA, Siddiqui AZ, Mohsin SF, et al. Impact of network aided platforms as educational tools on academic performance and attitude of pharmacology students. Pak J Med Sci. 2017;33(6):1473-1478
- 37. Corcodel N, Krisam J, Klotz AL, et al. Evaluation of small-group education on the shade determination ability of preclinical dental students-A controlled clinical trial. Eur J Dent Educ. 2018;22(3):e582-e587.
- 38. Steinert Y. Student perceptions of effective small group teaching. Med Educ. 2004;38(3):286-93
- 39. Meo SA. Basic steps in establishing effective small group teaching sessions in medical schools. Pak J Med Sci. 2013;29(4):1071-6
Details
| Primary Language | English |
|---|---|
| Subjects | Health Care Administration |
| Journal Section | Original Research Articles |
| Authors | |
| Project Number | FONIS 2018 SA18I0116 |
| Publication Date | June 30, 2020 |
| Submission Date | March 19, 2020 |
| Published in Issue | Year 2020Volume: 23 Issue: 2 |
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Cumhuriyet Dental Journal
Myroslav GONCHARUK
https://doi.org/10.7126/cumudj.773890
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