EPISODE 8

This article shares the findings of qualitative interviews investigating university health science educators’ perspectives on and approaches to disability education at a New Zealand university. All participants reported that disability training was not a standard component of their field’s curriculum. Instead, these educators incorporated piecemeal disability content where possible. The authors identify six “perceived advantages” of fore-fronting lived experience in materials and techniques used to teach health science students about disability embodiments and care. Interviewees argued that disability training material should appear regularly in the standard 4-year curriculum, perhaps as part of cultural competency lessons that already recur throughout the 4-year program.

Article:

Peiris-John, Roshini, Neera R. Jain, Amy Hogan, and Shanthi Ameratunga. 2021. “Educating Health Science Students about Disability: Teachers’ Perspectives on Curricular Gaps.” Disability and Health Journal 14 (1): 100985. https://doi.org/10.1016/j.dhjo.2020.100985.

Transcript: https://docs.google.com/document/d/1QTczQW5S-oZyecgpNDJX33Bzwk0Rwga6aoJ-dyS9pvw/edit?usp=sharing

 

Release: March 2023

 

Keywords:

Interdisciplinary health education

Health curricula

Teacher

New Zealand

Healthcare training

Medical training

Care work

Chronic Illness

Disability terminology

Disability studies

Social model

Medical model

Health Sciences

Medical Education