ArticleJournal of family medicine and primary care2020
Disability-inclusive compassionate care: Disability competencies for an Indian Medical Graduate.
Article in Journal of family medicine and primary care, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 9 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
9 citing papers in PubMed, 26 citations in OpenAlex.
- Disability education in Korean medical school curricula: current status and challenges.BMC medical education · 2026Article
- Education and training for health professionals on disability inclusion: a scoping review.BMC medical education · 2026Article
- Role of humanities in medical curricula in the South-East Asia region: a scoping review.Humanities & social sciences communications · 2026Review
- Participant perceptions of disability training for health workers: a qualitative study in Ghana.BMC medical education · 2025Article
- Article
- Delivering disability competencies of MCI's revised competency based curriculum at a medical university in North Karnataka.Medical journal, Armed Forces India · 2021Article
- Developing Humanistic Competencies Within the Competency-Based Curriculum.Indian pediatrics · 2020Article
- Thinking beyond the inclusiveness of "Disability competencies for an Indian Medical Graduate" in normal as well as crisis conditions-A community perspective.Journal of family medicine and primary care · 2020Article
- Disability ethics in the coronavirus crisis.Journal of family medicine and primary care · 2020Article
Corrections and comments
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Authors and funding
6 authors at 2 institutions in 2 countries.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The new curriculum of the Medical Council of India (MCI) lacks disability-related competencies. This further involves the risk of perpetuating the medicalization of diverse human experiences and many medical students may graduate with little to no exposure to the principles of disability-inclusive compassionate care. Taking into consideration the UN Convention, the Rights of Persons with Disabilities, Act 2016, and by involving the three key stakeholders - disability rights activists, doctors with disabilities, and health profession educators - in the focus group discussions, 52 disability competencies were framed under the five roles of an Indian Medical Graduate (IMG) as prescribed by the MCI. Based on feedback from other stakeholders all over India, the competencies were further refined into 27 disability competencies (clinician: 9; leader: 4; communicator: 5; lifelong learner: 5; and professional: 4) which the stakeholders felt should be demonstrated by health professionals while they care for patients with disabilities. The competencies are based on the human rights approach to disability and are also aligned with the competencies defined by accreditation boards in the US and in Canada. The paper describes the approach used in the framing of these competencies, and how parts of these were ultimately included in the new competency-based medical education curriculum in India.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.