focus on breaking down barriers to effective healthcare, enhancing knowledge, building experience, and developing relationships between future medical providers and people with intellectual and developmental disabilities.
American Academy of Developmental Medicine and Dentistry Student Chapter: Founded in 2002, the American Academy of Developmental Medicine and Dentistry (AADMD) is a non-profit membership organization of interdisciplinary health professionals that includes physicians, dentists, medical specialists, and other clinicians. Its mission is to provide a forum for healthcare professionals who provide care for those with intellectual and developmental disabilities and improve the quality of healthcare for this population. At the height of the pandemic, the Einstein College of Medicine turned to virtual teaching like everyone else across the country. The ability to socialize and connect with classmates and teachers was more than difficult. To bring like-minded people together, a Student Chapter of the AADMD was formed and officially recognized at the Einstein College of Medicine in late 2020.
As word got out about the Chapter, its membership rose, bringing together students, residents, and fellows who may not have otherwise connected with each other. Each member brought their story as to why they wanted to join the Chapter, be it through a family member they had with I/DD or just an interest to get involved. Through the Chapter, members were able to network and learn from monthly virtual grand round lectures through the AADMD. Members were introduced to the Bronx Community Self Advocacy group made up of adults with I/DD living in the community. In addition to this, they connected with Special Olympics New York and the Healthy Athletes Program.
Healthy Athletes Program: Established in 1997, the Special Olympics Healthy Athletes program provides free health screenings and education to athletes in a fun and welcoming environment. There are eight different health areas that the program focuses on, including medical, dental, eye, nutrition, and hearing. The members of the Einstein AADMD Student Chapter were able to get involved with Special Olympics athletes, coaches, and family members virtually educating on healthy lifestyles, nutrition, and even providing healthy cooking classes. Students who may never have met an individual with I/DD, have now begun to break down stereotypes, remove fears or hesitations, and are more comfortable in treating people with I/DD. Special Olympics reported that attitudes can be changed through increased quality interactions that challenge prevailing stigmas, as research has shown that structured and positive interactions can lead to attitude change. Special Olympics reported that "84% of health care providers feel better prepared to treat people with intellectual disabilities as a result of volunteering with Healthy Athletes."
"The Special Olympics Healthy Athletes program offers free health screenings and education to Special Olympics athletes that would otherwise not be available. The Healthy Athletes program is not only a program for athletes but, through hands-on experience at screenings, is also a program for healthcare students; an opportunity to increase their knowledge of best practices in caring for people with intellectual disabilities. Trained healthcare providers have demonstrated improved awareness and self-efficacy in providing care for and communicating with patients with intellectual disabilities after completing the training," stated Leanne Fusco, Director of Statewide Health at Special Olympics New York.
VISION FOR THE FUTURE: Special Olympics Mexico swimmer Michelle Falcon has her vision tested; Healthy Athletes programs provide athletes health services and education in seven different disciplines, including hearing and vision screenings, oral health care, and coping skills.
CONCLUSION
Though there needs to be more national curriculum guidelines in medical school and clinical hands-on training, any steps that are offered to students in order to learn, engage, and listen to those with I/DD is a step in the right direction. Medical students are already learning about the importance of both social determinants of health and patient-centered medical home model of care. Medical students who are on the right educational path learn about the patient holistically and their surroundings to ensure that quality of care is provided and can be attained. However, more needs to be done to focus a light on the care of this most underserved population – those with intellectual and developmental disabilities.
We need to work on supporting a national curriculum for all medical schools, but in the meantime, any opportunities to expose and engage medical students to better understand this population is valuable for all future physicians.•
ABOUT THE AUTHOR:
Vincent Siasoco, MD, MBA, is a Board-certified Family Physician in NY. He is an Assistant Professor in the Department of Family and Social Medicine and Pediatrics at the Albert Einstein College of Medicine of the Montefiore Health System. He is the Director of Primary Care at the Rose. F. Kennedy Center Children's Evaluation and Rehabilitation Center at Montefiore. He is the Medical Director of the ADAPT Community Network (formally known as United Cerebral Palsy of NYC). He is a Board member of the American Academy of Developmental Medicine and Dentistry, Clinical Director for Special Olympics, and Chairs the Special Olympics NY Health Advisory Council. Joanne Siegel, LCSW, is the President of the Bronx Developmental Disabilities Council. She is a Principal Associate in the Department of Pediatrics at the Albert Einstein College of Medicine. She is the Co-Director of the Rose F. Kennedy Center, University Center for Excellence in Developmental, Service, Training and Research of the Montefiore Health System.
References
- Holder, M. (2004). CAN project: Curriculum assessment of needs. Washington, DC: Special Olympics, Inc).
- health.gov/healthypeople
- jik.com/awdrtcawd.html
- Bradley, Elisabeth; Hollins, Sheila. "Assessment of Patients with Intellectual Disabilities Psychiatric Clinical Skills." Psychiatric Clinical Skills. Mosby, 2006, Pages 235-253