Healthy People 2020 recommended the expansion of disability training opportunities for health practitioners to increase awareness of the social determinants of health and improve health equity for people with disabilities. Yet, many professional degree programs face significant challenges integrating this content within their already overextended curriculums (Smith et al., 2020). Interprofessional education provides a unique opportunity to support workforce development in this priority area, allowing students to learn together to improve care (Moran et al., 2020; Weber et al., 2020).
A case study activity utilized during large-scale interprofessional education events involving students from nursing, pharmacy, public health, and social work (AY19-20, Nf240; AY20-21, Nf237; AY21-22, Nf221) will be described. Interprofessional teams received a hypothetical case involving an individual who was experiencing a physical disability, a sensory impairment, and Social Anxiety Disorder. Drawing upon the social model of disability (Oliver, 2013), teams identified features of the environment that posed barriers to access for the individual. Drawing upon the principles of disability justice (Berne et al., 2018), teams brainstormed strategies they would use to create an equitable environment for the individual.
Students correctly identify barriers within the social environment 70.5% of the time, although a notable number of teams seemingly ascribing to a medical model that situated the disability in the person rather than the environment. Teams did, however, identify some innovative ideas for creating an inclusive experience for the individual, including utilizing technology to remove barriers.
Attendees of this Lightning Talk will gain insight about the learning activities and evaluation strategies utilized, including opportunities for integrating disability-related content into their own interprofessional curriculum. Lessons learned will also be shared, including how to provide scaffolding for learning activities that encourages students from diverse disciplines to consider social models and disability justice frameworks in their future practice.
In support of improving patient care, this activity is planned and implemented by The National Center for Interprofessional Practice and Education Office of Interprofessional Continuing Professional Development (OICPD). The OICPD is accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC) to provide continuing education for the healthcare team.
The National Center OICPD is approved by the Board of Certification, Inc. to provide continuing education to Athletic Trainers (ATs). This program is eligible for Category A hours/CEUs. ATs should claim only those hours actually spent in the educational program.
This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credit for learning and change.
Physicians: The National Center for Interprofessional Practice and Education designates this live activity for AMA PRA Category 1 Credits™. Physicians should only claim credit commensurate with their participation.
Physician Assistants: The American Academy of Physician Assistants (AAPA) accepts credit from organizations accredited by the ACCME.
Nurses: Participants will be awarded contact hours of credit for attendance at this workshop.
Nurse Practitioners: The American Academy of Nurse Practitioners Certification Program (AANPCP) accepts credit from organizations accredited by the ACCME and ANCC.
Pharmacists and Pharmacy Technicians: This activity is approved for contact hours.
Athletic Trainers: This program is eligible for Category A hours/CEUs. ATs should claim only those hours actually spent in the educational program.
Social Workers: As a Jointly Accredited Organization, the National Center is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The National Center maintains responsibility for this course. Social workers completing this course receive continuing education credits.
IPCE: This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credits for learning and change.
