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Instructing to Impact: Exploration of Doctor of Physical Therapy Education Instruction of Social Determinants of Health and Health Equity for People With Disabilities.
Herrman, Deana; Pechak, Celia M; Berg, Kristin; Magasi, Susan.
Afiliación
  • Herrman D; College of Health and Human Sciences, Northern Illinois University, DeKalb, Illinois, USA.
  • Pechak CM; Doctor of Physical Therapy Program, The University of Texas at El Paso, El Paso, Texas, USA.
  • Berg K; Department of Disability and Human Development, University of Illinois-Chicago, Chicago, Illinois, USA.
  • Magasi S; Department of Occupational Therapy, University of Illinois-Chicago, Chicago, Illinois, USA.
Phys Ther ; 104(9)2024 Sep 04.
Article en En | MEDLINE | ID: mdl-38738784
ABSTRACT

OBJECTIVE:

The aim of this study was to explore the instruction of social determinants of health (SDOH) for people with disabilities (PWD) in doctor of physical therapy (DPT) education programs.

METHODS:

A sequential mixed methods study informed by a five-member disability community advisory panel was conducted. Qualitative semi-structured interviews with educators (n = 10) across 4 DPT programs in the Midwest were conducted and analyzed thematically. The qualitative findings formed the basis of the quantitative phase. An online survey was conducted with faculty of DPT programs in the United States (n = 254) with the most knowledge of instruction of SDOH and health equity for PWD (n = 74; 29% response rate). Quantitative data were analyzed with descriptive statistics and triangulated with qualitative data.

RESULTS:

SDOH for PWD is an emerging component of instruction in DPT curricula. Five themes included emerging instruction of SDOH for PWD; conceptual frameworks informing instruction; instructional strategies; barriers to integration of SDOH for PWD; and facilitators to integration of SDOH for PWD. Quantitative analysis revealed that 71 respondents (95.9%) included disability in health equity discussions primarily focused on health care access. Limited time (n = 49; 66.2%) was the most frequently reported barrier, and educator interest in disability health equity was the most frequently reported facilitator (n = 62; 83.7%) to inclusion of the SDOH for PWD in health equity discussions.

CONCLUSION:

Opportunities exist in DPT curricula to build on instructional strategies, integrate SDOH frameworks, and amplify facilitators to integration of SDOH for PWD. IMPACT To meet the needs of the 67 million Americans living with disabilities, students must have the knowledge and skills to address the complex needs of this historically marginalized population. Understanding the DPT education landscape around SDOH for PWD can guide DPT educators to more fully prepare their students to recognize and ameliorate health disparities faced by PWD.
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Personas con Discapacidad / Equidad en Salud / Curriculum / Determinantes Sociales de la Salud Límite: Adult / Female / Humans / Male País/Región como asunto: America do norte Idioma: En Revista: Phys Ther Año: 2024 Tipo del documento: Article País de afiliación: Estados Unidos Pais de publicación: Estados Unidos

Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Personas con Discapacidad / Equidad en Salud / Curriculum / Determinantes Sociales de la Salud Límite: Adult / Female / Humans / Male País/Región como asunto: America do norte Idioma: En Revista: Phys Ther Año: 2024 Tipo del documento: Article País de afiliación: Estados Unidos Pais de publicación: Estados Unidos