Home Print this page Email this page Small font size Default font size Increase font size
Users Online: 3329
Home About us Editorial board Search Ahead of print Current issue Archives Submit article Instructions Subscribe Contacts Login 
Year : 2020  |  Volume : 9  |  Issue : 3  |  Page : 1719-1727

Disability-inclusive compassionate care: Disability competencies for an Indian Medical Graduate

1 Medical Humanities Group, University College of Medical Sciences, Delhi; Bucksbaum Institute for Clinical Excellence, University of Chicago, Illinois, USA; Doctors with Disabilities: Agents of Change
2 Department of Medicine, University of Chicago, Illinois, USA
3 Medical Humanities Group; Medical Education Unit, University College of Medical Sciences, Delhi, India
4 Medical Humanities Group, University College of Medical Sciences, Delhi, India
5 Department of Neurology; Bucksbaum Institute for Clinical Excellence, University of Chicago, Illinois, USA

Correspondence Address:
Dr. Satendra Singh
126, Department of Physiology, University College of Medical Sciences, Delhi - 110 095

Login to access the Email id

Source of Support: None, Conflict of Interest: None

DOI: 10.4103/jfmpc.jfmpc_1211_19

Rights and Permissions

The new curriculum of the Medical Council of India (MCI) lacks disability-related competencies. This further involves the risk of perpetuating the medicalization of diverse human experiences and many medical students may graduate with little to no exposure to the principles of disability-inclusive compassionate care. Taking into consideration the UN Convention, the Rights of Persons with Disabilities, Act 2016, and by involving the three key stakeholders – disability rights activists, doctors with disabilities, and health profession educators – in the focus group discussions, 52 disability competencies were framed under the five roles of an Indian Medical Graduate (IMG) as prescribed by the MCI. Based on feedback from other stakeholders all over India, the competencies were further refined into 27 disability competencies (clinician: 9; leader: 4; communicator: 5; lifelong learner: 5; and professional: 4) which the stakeholders felt should be demonstrated by health professionals while they care for patients with disabilities. The competencies are based on the human rights approach to disability and are also aligned with the competencies defined by accreditation boards in the US and in Canada. The paper describes the approach used in the framing of these competencies, and how parts of these were ultimately included in the new competency-based medical education curriculum in India.

Print this article     Email this article
 Next article
 Previous article
 Table of Contents

 Similar in PUBMED
   Search Pubmed for
   Search in Google Scholar for
 Related articles
 Citation Manager
 Access Statistics
 Reader Comments
 Email Alert *
 Add to My List *
 * Requires registration (Free)

 Article Access Statistics
    PDF Downloaded272    
    Comments [Add]    
    Cited by others 2    

Recommend this journal