Canadian journal of occupational therapy. Revue canadienne d'ergotherapie · 2021
Patient Case Formulations and Oppressive Disability Discourses in Occupational Therapy Education.
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Grenier Marie-Lyne
Аннотация
BACKGROUND.: Patient case formulations have become a standard feature in occupational therapy (OT) education. Despite their demonstrated benefits in optimizing student learning, patient case formulations may unintentionally convey oppressive disability discourses.
PURPOSE.: The purpose of this paper is to illustrate and invite critical reflection on the use of patient case formulations in reinforcing ableist discourses and assumptions in OT education and practice.
KEY ISSUES.: Through the lens of critical disability theory and Crip theory, the author demonstrates how patient case formulations are often reflective of institutionalized ableism that functions to support oppressive disability discourses in the profession, contributing to harmful healthcare practices.
IMPLICATIONS.: The ongoing use of patient case formulations rooted in oppressive disability discourses perpetuates oppressive constructions of disabled people in OT education and practice. A radical shift towards pedagogical materials and practices that support identity-affirming disability discourses would be more aligned with the profession's expressed values.
PURPOSE.: The purpose of this paper is to illustrate and invite critical reflection on the use of patient case formulations in reinforcing ableist discourses and assumptions in OT education and practice.
KEY ISSUES.: Through the lens of critical disability theory and Crip theory, the author demonstrates how patient case formulations are often reflective of institutionalized ableism that functions to support oppressive disability discourses in the profession, contributing to harmful healthcare practices.
IMPLICATIONS.: The ongoing use of patient case formulations rooted in oppressive disability discourses perpetuates oppressive constructions of disabled people in OT education and practice. A radical shift towards pedagogical materials and practices that support identity-affirming disability discourses would be more aligned with the profession's expressed values.