Accepted Type
Oral
Code
OA3-2-1
Acceptance Declaration
Accept
Additional Information
I declare I have no actual or potential conflict of interest in relation to this program.
Was this work accepted for CCME 2020?
no
Category
General Call (Workshop, Oral Presentation, Poster Presentation)
Type
Oral
Sub Type
Education Research
Will the presenter be a:
Other
Presenter Other
Faculty
Affiliation
Considered for Poster
no
Title
Accessibility and equity in health and human service educational programs: What are the best instructional practices in fieldwork education?
Length of Presentation
Background/Purpose
Students with disabilities (SWD) experience systemic ableism, especially in health and human service (HHS) programs, where they must demonstrate competencies in both academic and clinical contexts. Specifically, SWD in HHS programs face barriers including lack of support, discriminatory program design, and stigmatization (Bulk et al., 2017; Easterbrook et al., 2015; Easterbrook et al., 2018). Further, educators and clinicians often lack understanding regarding such barriers and the consequent supports SWD need, particularly in fieldwork education (Bulk et al., 2017; Easterbrook et al., 2015). This study explored the current HHS programs' practices for supporting SWD in fieldwork education.
Methods
Method: Eighty-two SWD, 23 academic coordinators, and 184 fieldwork educators completed tailored surveys. Nine students and 5 academic coordinators participated in follow-up interviews. Participants represented 15 UBC HHS programs, and 14 Occupational Therapy programs across Canada.
Results
Results revealed barriers and gaps in accessibility practices in fieldwork education. Reasons for students not receiving FW accommodations included cumbersome accommodation processes, attitudinal barriers, restrictions placed on programs by certification bodies, and complexities of constant change in fieldwork. Results also showed significant administrative gaps, such as lack of student and coordinator education on accommodation policies, inadequate time for preparation and collaborative planning, and student concerns regarding the use of ineffective accommodations. Notably, evaluation processes for assessing the effectiveness of accommodations appeared non-existent among the programs surveyed.
Conclusion
Results have implications for developing clear and effective resources and practices for supporting SWD in fieldwork, ultimately ensuring implementation of policies and strategies effective in promoting equity and diversity in HHS programs.
Keyword 1
fieldwork education
Keyword 2
Disability
Keyword 3
Healthcare education
Level of Training
General
Abstract Themes
Other
Additional Theme (First choice)
Student Affairs
Additional Theme (Second Choice)
Physician & Medical Student Health and Well-being
Additional Theme (Third Choice)
Authors
Presenter
Tal Jarus
Term 1
Yes
Term 2
Yes
Term 3
Yes
Term 4
Yes
Term 5
Yes
