Functional Assessment Rounds: Integrating Assistive Device and Adaptive Equipment Education Into the Medical School Curriculum.

Abstract

Persons with disabilities represent over 20% of the US population, yet medical education lacks standardized disability training. Physical Medicine and Rehabilitation physicians are well-positioned to address this gap, but very few medical schools require a physical medicine and rehabilitation clerkship. This study evaluates a targeted educational supplement within the physical medicine and rehabilitation clerkship to teach fourth-year medical students about adaptive equipment and assistive devices. A standardized checklist was created by a multidisciplinary team to lead students in "Functional Assessment Rounds," which included a didactic session, hands-on demonstration, and patient observation. On hundred twenty-seven students completed preclerkship and postclerkship surveys, which assessed perceptions and confidence. Compared to baseline, students reported higher confidence identifying all categories of adaptive equipment, communicating with, and providing care to persons with disability. A targeted educational intervention focused on assistive devices and adaptive equipment can be a valuable addition to the medical school curriculum and can improve medical student confidence in their interactions with persons with disability as well as influence their perceptions on the importance of disability-related education.