Rethinking Disability Simulations for Occupational and Physical Therapy Students: Integrating the Social Model of Disability

Authors

Sara Kate Frye, Widener UniversityFollow
Monique C. Chabot, Widener UniversityFollow

Abstract

Purpose: Disability simulations traditionally have been used in many healthcare profession educational programs with the intent to foster empathy and positive viewpoints towards people with disabilities. However, research is inconclusive regarding the effectiveness of these activities. The appropriateness of these activities has also been called into question when considering disability as a form of diversity and social justice, with recommendations to utilize the Social Model of Disability to frame activities. Methods: A mixed-methods study was conducted to explore the efficacy of a temporary orthopedic injury simulation assignment on first-year occupational and physical therapy students’ viewpoints regarding working with people with disabilities and its overall impact on their professional development. Pre- and post-simulation responses to the Multidimensional Attitudes Scale toward Persons with Disabilities (MAS) were analyzed. A phenomenological approach was utilized during the coding and thematic analysis process of completed written or videotaped student reflections, submitted as an assignment within a clinical skills course. Reflection prompts utilized the Social Model of Disability with a focus on the influence of physical and social environment and successful activity completion throughout the day. Results: Participants only noted a statistically significant change in affect on the MAS with no other statistically significant changes noted in attitudes towards people with disabilities. Qualitative data indicates increased awareness of the impact of a mobility device on daily activities and social interactions, impact of environmental accessibility, use of compensatory strategies to successfully complete daily tasks, and the importance of client education, training, and empathy as a clinician. Conclusions/Recommendations: Results align with past studies regarding the inconclusive nature of the true impact of disability simulation activities on healthcare students and their attitudes towards people with disabilities that could impact healthcare provision. Continued attention to framing is required to ensure lack of negative stereotype reinforcement, and programs should closely examine the intended learning outcomes of the lessons typically learned during these types of activities. In keeping with best practices, disability simulations should not be standalone activities but be accompanied by debriefing, lived experience accounts, and other activities to fully address these concerns.

Author Bio(s)

Sara Kate Frye, OTD, MS, OTR/L is an assistant professor in the Institute for Occupational Therapy Education at Widener University. She also practices occupational therapy with Penn Medicine at Home. Her scholarship agenda focuses on health promotion and lifestyle management for people with chronic conditions.

Monique Chabot, OTD, OTR/L is an associate professor at Widener University. Her scholarship agenda includes the impact of environments on people in a variety of contexts. She has a growing interest in pedagogical approaches to increase empathy for people with disabilities to support disabled students and clinicians.

Acknowledgements

The authors would like to thank Michael McDevitt Jr., DPT and Rebecca M. Ross, MSW for their support in executing this project.

Recommended Citation

Frye SK, Chabot MC. Rethinking Disability Simulations for Occupational and Physical Therapy Students: Integrating the Social Model of Disability. The Internet Journal of Allied Health Sciences and Practice. 2024 Jun 26;22(3), Article 7.