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. 2021 Feb;77(Suppl 1):S65-S72.
doi: 10.1016/j.mjafi.2020.12.029. Epub 2021 Feb 2.

Delivering disability competencies of MCI's revised competency based curriculum at a medical university in North Karnataka

Archana Dambal  1 , Hemamalini Gururaj  2 , Kiran R Aithal  3 , M V Kalasuramath Dharwad  4 , Radhika Sherkhane  5 , Savitri Siddanagoudra  6 , Deepak R Kanabur  6 , Sameer Ahmed Mulla  7
Affiliations

Delivering disability competencies of MCI's revised competency based curriculum at a medical university in North Karnataka

Archana Dambal et al. Med J Armed Forces India. 2021 Feb.

Abstract

Background: India has ratified with the United Nations Convention on the Rights of Persons with Disabilities and has passed the Rights of People with Disabilities Act in 2016. There is need for training healthcare professionals in disability competencies as people with disabilities are many and marginalized. Disability competencies were introduced in the foundation course of revised competency based medical curriculum for Indian medical graduates by the Medical Council of India (MCI) just prior to the rollout of the programme. We intend describing our center's experience in implementing the same.

Methods: FC 4.5.1 TO 4.5.8 of MCI foundation course guidelines were resource material. Eight faculty members participated. Setting was the lecture theatre. The suggested and actual teaching learning methods are compared for each competency. Notes made from delivering disability competencies, photographs, videos and reflections from students were source of data.

Results: We used sensitizing lectures of 15 min each for FC 4.5.1, 4.5.2 and 4.5.4 [cognitive] with interesting set induction, student narratives of family members with disability, buzz groups for interaction and self-directed learning activity using mobile phones. We facilitated FC 4.5.3 and 4.5.5 [skill/affective domain] demonstrating unacceptable and acceptable disability etiquettes using standardized patients and role play. We conducted a forum theatre of the oppressed for FC 4.5.6. We introduced our learners to universal design in our campus for teaching 4.5.7. As a part of the principle of inclusivity we involved two staff members with motor disabilities for delivering FC 4.5.8 in an interview. We assessed the learners using written reflections and obtained feedback on a rating scale.

Keywords: Disability competency; Foundation curriculum; Medical Council of India; Teaching learning methods.

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Conflict of interest statement

The authors have none to declare.

Figures

Fig. 1
Fig. 1
Universal design observation activity.
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References

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