Abstract
The biomedicalist conceptualization of disablement as a personal medical tragedy has been criticized by disability studies scholars for discounting the difference between disability and impairment and the ways disability is produced by socio-environmental factors. This paper discusses prospects for partnerships between disability studies teaching/research and medical education; addresses some of the themes around the necessity of critical disability studies training for medical students; and examines a selection of issues and themes that have arisen from disability education courses within medical schools globally. The paper concludes that providing there is a commitment from senior management, universities are well positioned to apply both vertical and horizontal approaches to teaching disability studies to medical students.
| Original language | English |
|---|---|
| Pages (from-to) | 221-235 |
| Number of pages | 15 |
| Journal | Journal of Medical Humanities |
| Volume | 30 |
| Issue number | 4 |
| DOIs | |
| Publication status | Published - Dec 2009 |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 3 Good Health and Well-being
Keywords
- Disability narratives
- Disability studies
- Medical education
- Social relations of disability
ASJC Scopus subject areas
- Health(social science)
- Health Policy
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