Purpose This paper aims to determine whether an inclusive teaching session changes student attitudes towards people with intellectual disabilities (ID). To investigate the impact of an inclusive teaching session in terms of student perceptions. Design/methodology/approach 66 years 4 students at Cardiff University completed the attitudes towards disabled people form B questionnaire (ATDP-B) before and after a communication skills session on ID. Before and after scores were collated and compared using a paired t-test analysis. Common perceptions were identified using anonymised ATDP-B results to conduct five semi-structured interviews and one focus group with nine students. The common perceptions were discussed, alongside how the teaching session tackled them and suggestions for further improvements. Findings Mean ATDP-B score before the teaching session was 115 (SD = 14.5). Mean ATDP-B score after the teaching session was 122 (SD = 17.2). The teaching session improved scores in the ATDP-B by a mean of 6.92 (4.69, 9.16). A paired t-test found this to be a statistically significant difference, t(65) = 6.20, p < 0.001. Qualitative data was thematically analysed and three main themes were identified: Student identity, patient contact and curriculum content. Originality/value This is the first study to investigate the origin of the negative attitudes of medical students, and found they stem from a lack of confidence in their abilities and failure to develop a professional identity. The impact of the teaching session stems from its focus on meaningful patient contact and identifying and overcoming communication barriers.

Background Patients with intellectual disabilities have complex health needs and are a vulnerable population of society. (1) They have a greater risk of physical and mental health problems yet face countless barriers to accessing healthcare. (1-5) Enquiries into the healthcare system have shown patients with intellectual disabilities experience inequalities in healthcare, including access and quality of care received. (2-5) Reports found negative attitudes amongst healthcare professionals, a widespread lack of training and cases of avoidable early mortality. (2-5) Furthermore, research has shown that undergraduate medical education in intellectual disabilities is inconsistent and inadequate, with students reporting high levels of anxiety about communicating with patients with disabilities. (6-9) The attitudes that medical students hold are critical as they are tomorrow's doctors, and attitudes can have a signi cant impact on a patient's experience in the health service. (6) Cardi University has developed a pioneering partnership with Hijinx, a Welsh theatre company working with professionally trained actors with intellectual disabilities. All fourth-year medical students attend a communication skills teaching session where they role play clinical scenarios with Hijinx actors. This allows inclusive teaching to take place, where individuals with intellectual disabilities have a direct role in the development and delivery of education about them. (9) This study looked at the e ectiveness of this teaching session in changing student attitudes and perceptions about patients with intellectual disabilities.