Abstract
IntroductionHaving a disability can negatively affect provider-patient communication. Persons with disabilities report the need for better communication with their health care providers and argue that education regarding disabilities is lacking for health care professionals. We sought to determine if a patient-centred curriculum focused on individuals with disabilities could foster the development of informed empathy.MethodsAn educational module to enhance health care students’ capacity for informed empathy was developed. To assess the development of informed empathy, a qualitative analysis of the post-module question, ‘How has your understanding, awareness or perception of individuals with disabilities changed?’ was performed.ResultsThemes of the qualitative analysis were (a) becoming familiar with the daily life of individuals with disabilities, (b) changing notions of normalcy, (c) seeing discrimination against individuals with disabilities as an issue that impacted them, (d) recognition that disability is not only an issue of the physical body.ConclusionsInformed empathy can be effectively taught through a patient-centred curriculum focused on persons with disabilities. Health care providers are effective advocates when they understand the physical, emotional, social, and communication issues of persons with disabilities.
Highlights
Having a disability can negatively affect provider-patient communication
The Centers for Disease Control and Prevention estimates the prevalence of disability to be 20 % [2]
Having a disability has been negatively associated with provider-patient communication [3]
Summary
Having a disability can negatively affect provider-patient communication. Persons with disabilities report the need for better communication with their health care providers and argue that education regarding disabilities is lacking for health care professionals. We sought to determine if a patient-centred curriculum focused on individuals with disabilities could foster the development of informed empathy. To assess the development of informed empathy, a qualitative analysis of the post-module question, ‘How has your understanding, awareness or perception of individuals with disabilities changed?’ was performed. Conclusions Informed empathy can be effectively taught through a patient-centred curriculum focused on persons with disabilities. Persons with disabilities argue that education regarding disabilities is lacking and that this is a major cause of miscommunication [4, 7, 8] This perceived gap in health care provider education can be addressed through cultural sensitivity and disability awareness training [4, 6], but typically is not [9]. Understanding some of the core values, beliefs, and experiences of persons with disabilities is essential to providers offering patient-centred care
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