Adam Szapary, Gergely Feher, Ildiko Radvanyi, Eva Fejes, Gabor Daniel Nagy, Csaba Jancsak, Lilla Horvath, Zoltan Banko, Gyula Berke, Krisztian Kapus
Problematic usage of the internet among Hungarian elementary school children: a cross-sectional study
BMC public health
disabilityrelated microaggressions unique among microaggressions assumptions reflect verbal nonverbal forms take impact patients providers alike yet medical dental students routinely educated disabilityrelated microaggressions medical school studentfaculty team harnessed kerns sixstep curriculum design process coproduce novel 90min educational intervention centered recognizing responding disabilityrelated microaggressions session piloted february 2022 required element schools mandatory professional development training firstyear medical dental students mixedmethods study examined session impact studentreported learning pertinent addressing mitigating disabilityrelated microaggressions voluntary surveys distributed firstyear students capture prepostsession selfassessment knowledge skills comfort well postsession reflection lessons learned quantitative data analyzed using summary statistics unpaired ttests mann whitney u tests qualitative data analyzed using hybrid inductivedeductive approach survey response rate 61 100164 presession 25 41164 postsession postsession significantly increased student agreement statements addressing microaggressions knowledge comfort teaching others strategies support disabilitysensitive workplaces postsession narrative reflections revealed learning within five themes nature microaggressions identifying microaggressions preventing microaggressions responding microaggressions medical student empowerment ninetythree percent postsession respondents 3841 agreed session empowered actively contribute antiableist learning environments pilot educational intervention provides promising strategy foster antiableism advocacy among firstyear medicaldental students limited low response rate small sample size participant selfselection survey participation unlinked individual pre postsession responses mixed methods analysis suggests session positive impact student actionoriented knowledge empowerment