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Background & Objective : Globally 16% of the world’s population, or 1 in 6 of us experience significant disability. Person with Disabilities (PWDs) are likely to encounter insufficient healthcare provider skills to address their specific needs, to encounter denial to care and to experience mistreatment from healthcare providers. In the diverse field of medicine, medical practitioners are often confronted with the challenge of providing equitable and effective healthcare to all patients, including those with disabilities
Materials & Methods : A quasi experimental study to evaluate effectiveness of need-based structured module on disability competencies with a pre, post and retention post-test design. Study included 75 first year MBBS foundation course who completed entire module. Data on knowledge regarding disability competencies was collected using an as pre-test, immediate post-test and Retention post-test after 3 months of intervention. We used RMANOVA to compare the pretest, post-test, 3-month retention post test scores at 0.05 significance level.
Results: Totally 45 (53.3%) boys and 35 (46.7%) girls participated in the study. Overall pretest scores was 10.92 ± 1.75(95%CI: 10.54-11.30) which significantly increased to 19.24 ± 2.63 (95%CI: 18.66- 19.82) (P<0.001) following the course and the scores were sustained at 18.67 ± 2.72 (95%CI: 18.07-19.27) even after 3 months following training. RMANOVA determined the increase in mean scores was statistically significant between assessment stages (Pretest, post-test and Retention test) (F (1.3, 95.5) = 460.69, P < 0.001). The scores increased significantly across all domains of disability competency training (P<0.001). Paired t test between scores shows significant increase in scores across all domains between pre-test and post-test (P<0.001); scores did not reduce significantly even after 3 months.
Conclusions: Training medical students in disability competencies using structured module increased their knowledge significantly post training which was retained even after 3 months. Disability competency training is crucial to ensure equitable and inclusive healthcare, also to reduce healthcare disparities and improve overall patient care outcomes.
Materials & Methods : A quasi experimental study to evaluate effectiveness of need-based structured module on disability competencies with a pre, post and retention post-test design. Study included 75 first year MBBS foundation course who completed entire module. Data on knowledge regarding disability competencies was collected using an as pre-test, immediate post-test and Retention post-test after 3 months of intervention. We used RMANOVA to compare the pretest, post-test, 3-month retention post test scores at 0.05 significance level.
Results: Totally 45 (53.3%) boys and 35 (46.7%) girls participated in the study. Overall pretest scores was 10.92 ± 1.75(95%CI: 10.54-11.30) which significantly increased to 19.24 ± 2.63 (95%CI: 18.66- 19.82) (P<0.001) following the course and the scores were sustained at 18.67 ± 2.72 (95%CI: 18.07-19.27) even after 3 months following training. RMANOVA determined the increase in mean scores was statistically significant between assessment stages (Pretest, post-test and Retention test) (F (1.3, 95.5) = 460.69, P < 0.001). The scores increased significantly across all domains of disability competency training (P<0.001). Paired t test between scores shows significant increase in scores across all domains between pre-test and post-test (P<0.001); scores did not reduce significantly even after 3 months.
Conclusions: Training medical students in disability competencies using structured module increased their knowledge significantly post training which was retained even after 3 months. Disability competency training is crucial to ensure equitable and inclusive healthcare, also to reduce healthcare disparities and improve overall patient care outcomes.
Article Type : Orginal Research |
Subject:
Medical Education
Received: 2023/08/22 | Accepted: 2024/01/2
Received: 2023/08/22 | Accepted: 2024/01/2
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