The use of standardised patients has become integral in the contemporary healthcare and medical education sector, with ongoing discussion on exploring ways to improve existing standardised patient programs. One potentially untapped group in society that may contribute to such programs are persons with disabilities. Persons with disabilities have journeyed through the healthcare system, from injury to post-rehabilitation, and can provide inputs based on their experiences beyond their conditions. This paper draws on our experiences gained from a two-phase experiential learning research project that involved occupational therapy students learning from persons with disabilities. This paper aims to provide eight highly feasible, systematic tips to involve persons with disabilities as standardised patients for assessments and practical lessons. We highlight the importance of considering persons with disabilities when they are in their role of standardised patients as paid co-workers rather than volunteers or patients. This partnership between persons with disabilities and educators should be viewed as a reciprocally beneficial one whereby the university and the disability community learn from one another.
Role of Faculty Development Programs in Medical Education at the University of Zimbabwe College of Health Sciences, Zimbabwe
