Medical Students

Effects of a disability awareness and skills training workshop on senior medical students as assessed with self ratings and performance on a standardized patient case.

BACKGROUND: People with disabilities compose one of the largest and fastest growing subgroups of the U.S. population. Disability and rehabilitation issues are not well covered in most North American medical school curricula. This article describes the development and assessment of a 3-hr workshop for medical students on disability skills and awareness. DESCRIPTION: Fourth-year medical students […]

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Increasing disability awareness of future spinal cord injury physicians.

OBJECTIVE: This prospective study was designed to evaluate a disability awareness training program for medical students. METHODS: First- and second-year medical school students participated in an interactive disability awareness program consisting of 6 sessions spaced across 1 year. The Modified Issues in Disability Scale (MIDS), administered at program commencement and completion, was used to measure […]

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Spinal cord injury computer-assisted instruction for medical students.

OBJECTIVE: To determine if a computer-assisted instruction program would improve fourth-year medical students’ knowledge base related to spinal cord injury, as determined by pretest and posttest scores. DESIGN: A multimedia computer-assisted instruction program was developed and offered on a volunteer basis to an entire class of fourth-year medical students (n = 168). Effectiveness of the […]

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Medical students’ attitudes toward persons with disability: a comparative study.

OBJECTIVES: To investigate first-year medical students’ attitudes toward persons with disability and to examine whether gender and a background in disability determine attitudes toward persons with disability. DESIGN: A cross-sectional survey. SETTING: University settings in the United States and Canada. PARTICIPANTS: Ninety first-year medical students (US, n=46; Canada, n=44) were surveyed. INTERVENTION: Medical students given […]

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