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  

Ver todos los episodios