Clinical Accommodations and Simulation
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To assist health science education programs in collaborating with students and trainees, this chapter addresses four areas underpinning effective accommodations. First, programs should identify disability resource professionals (DRPs), experts on disability and accommodation laws, and accommodations who can facilitate productive dialogue between the program and student; we provide tools to systematically determine curricular accommodations. Second, we describe techniques for integrating accommodations into a curriculum’s educational formative and summative assessments. Third, healthcare students and professionals with disabilities draw on their expertise to outline specific strategies and accommodations in classroom and clinical contexts, including the operating room and clinical emergencies; these are categorized by disability to facilitate the reader’s rapid reference. Fourth, educators can creatively engage existing clinical simulation labs in the clinical assessment of students with disabilities, determining effective accommodations for the clinical environment, and innovating solutions to clinical barriers for students with disabilities. With these time-tested tools and strategies for identifying and delivering accommodations, drawn directly from expert DRPs and people with disabilities, health science educators can successfully and fully open their programs to people with disabilities as future healthcare professionals.
KeywordsAccommodation Assessment Disability Simulation Health profession education
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