Grant Essay - Final copy
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A.T. Still University *
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544
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Health Science
Date
Feb 20, 2024
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docx
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5
Uploaded by KENDRAC-W
1
DISABILITY HEALTHCARE INITIATIVE
Promoting Competence and Proficiency in Treating Patients with Disabilities: Proposing Initiatives for Enhancing Physician Assistant Education Introduction
The World Health Organization (WHO) defines disability as impairments, activity limitations, and participation restrictions.
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As of 2023, approximately 27% of adults in the United States reported having a disability, either congenital or acquired during life.
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Within healthcare education, notably in medical schools and physician assistant (PA) programs, a shortfall exists in
addressing the distinct needs of patients with disabilities. 3 This initiative seeks to bridge this gap by integrating disability-specific education into PA curricula, providing ongoing professional development for practicing PAs, and fostering inclusivity. The goal of disability initiative is to improve healthcare quality, reduce disparities, and promote equality within the healthcare system
for individuals with disabilities. Problem, Purpose, and Significance As a first-year doctoral student, I will apply robust research design and framework to develop and implement disability-specific curricula in PA schools. Traditionally, it is not a pre-requisite to executing the project that was researched for the Capstone project. I will, however, post-
graduation, continue my efforts and commitment to ensure that disability-specific curriculum is implemented in every PA school nationwide. This quality improvement initiative addresses a critical gap in disability-specific education within PA schools and ongoing professional development for practicing PAs. Despite nearly one in four U.S. citizens having a permanent disability, the absence of targeted education in PA curricula hinders PA students from acquiring
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DISABILITY HEALTHCARE INITIATIVE
essential knowledge and skills to treat patients with disabilities.
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This initiative seeks to integrate
disability-specific education into existing PA curricula, provide ongoing PA professional development, and foster an inclusive healthcare environment to improve the overall quality of care and promote equity in the healthcare system for individuals with disabilities. Barriers such as inaccessible facilities, sensory overstimulation, and lack of accommodations exacerbate these disparities, affecting the health status of disabled patients.
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This highlights the critical need for comprehensive disability education in PA schools to address health disparities and improve the quality of care for individuals with disabilities. Objectives and Goals Aim Statement
Within the next two years, this initiative includes the development of a disability-specific curriculum for physician assistant (PA) schools to enhance healthcare outcomes and foster inclusivity for individuals with disabilities. The initiative includes continuing medical education specific to disability healthcare for practicing PAs. Within three years, I aim to implement the disability-specific curriculum in PA schools to achieve a 25% improvement in clinical care for individuals with disabilities. I will establish advocacy initiatives within PA schools and collaborate with stakeholders over the next eighteen months to address healthcare disparities and solutions for improvement for individuals with disabilities. Literature Review and Research Design Literature Analysis
US medical and PA curricula must prioritize disability education and create a competent and compassionate environment for everyone's needs, regardless of abilities. The argument to promote “Competence and Proficiency in Treating Patients with Disabilities: A Call to Action
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DISABILITY HEALTHCARE INITIATIVE
for Improving Medical Education” aligns with equity and inclusivity in healthcare for all. In this critical review, I examined studies that recruited PA students focusing on PA curriculum and 3 articles relating to medical students and the medical curriculum. After the literature review, it was observed that the majority of published material centered on medical students and their curriculum.
Curriculum Implementation Metrics:
What percentage of PA schools adopt the disability-
specific curriculum? I will obtain data regarding the effectiveness and inclusivity of the curriculum from feedback and satisfaction surveys from PA students, disabled OSCE patients, disabled volunteers, caregivers, and faculty. Professional Development Assessment:
How many practicing PAs participate in ongoing disability-specific professional development? Are the pre- and post-assessment scores measuring
the knowledge and skills of professional PAs? If so, I will develop an objective metric to measure self-reported confidence and overall improvement in treating patients with disabilities. Advocacy Initiative Success Rate:
How many PA schools implement disability advocacy initiatives? I will measure increased advocacy awareness through surveys and feedback on disability education. Through questionnaires and interviews of PA students, I will gather evidence of a cultural shift in recognizing and addressing healthcare disparities for individuals with disabilities. Collaboration and Stakeholder Engagement:
Many stakeholders, including The National Council on Disability (NCD), The Centers for Disease Control and Prevention (CDC), and federally funded agencies, endorse integrating disability-specific education.
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With stakeholder support, I will consistently seek collaborative efforts for continuous improvement.
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DISABILITY HEALTHCARE INITIATIVE
Healthcare Outcome Improvement:
The initiative aims for a 25% reduction in health disparities for individuals with disabilities, measured through healthcare data sources. Included is
improved patient satisfaction scores related to disability-specific care received from PA students.
These measurable benchmarks allow for ongoing assessment of the initiatives’ success in creating and implementing disability-specific education, and advocacy initiatives. Consistent monitoring and evaluate the program provide insight into the effectiveness of the disability-
specific curriculum and, from there, explore continuous improvement efforts. P
lan for Evaluation of Results The timeline below provides benchmarks for each phase of developing and implementing disability-specific curricula for physician assistant (PA) schools. Months 1-4
Assessment of current disability education in PA schools, building stakeholder relationships, and developing comprehensive strategies with experienced advocates
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Months 4-8
Initiate a communication plan to raise awareness about upcoming curriculum changes, educate PA staff and clinical partners, and collaborate with stakeholders to create a disability-specific curriculum.
Months 8-24
Conduct focus groups and interviews to gather insights, modify curriculum based on feedback, launch a pilot program in select PA schools, and share findings with stakeholders.
Months 24-36
Scale implementation to more PA schools, establish continuing medical education for professional PAs, conduct evaluation cycles, and refine the initiative based on feedback and data.
Months 36 – Ongoing
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DISABILITY HEALTHCARE INITIATIVE
Continue professional development for PAs, establish advocacy initiatives within PA schools, and collaborate with stakeholders to address healthcare disparities for individuals with disabilities.
In summary, this clinical review strongly advocates establishing and integrating standardized disability health curricula for PA schools. This includes a clear directive to uphold diversity, equity, empathy, and inclusion for all patients. These disability-specific efforts are crucial for building a healthcare system that is fair and effective for everyone.