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ORIGINAL ARTICLE
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

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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/jfmpc.jfmpc_1211_19

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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.


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