A scoping review for designing a disability curriculum and its impact for medical students

Abdinasir, Ali,; Nguyen, Julie; Dennett, Liz; Goez, Helly; Rashid, Marghalara

doi:10.36834/cmej.74411

Cited by 5 publications

(3 citation statements)

References 23 publications

(187 reference statements)

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“…Using NIH’s 12-point checklist for quality of pre-post studies without controls, we estimate having met ~ 6–8 of listed evaluation strengths, including: clear study question, pre-specified eligibility, sample representativeness, pre-specified outcomes and statistical analysis of pre-post change [ 31 ]. Further, partnering with PWIDDs in the design and implementation of our multi-modal curriculum aligns with recommendations from reviews of prior curricula [ 7 , 32 ].…”

Section: Discussionmentioning

confidence: 99%

Infusing intellectual and Developmental disability training into Medical School curriculum: a Pilot intervention

Siegel,

McGrath,

Muniz

et al. 2023

Medical Education Online

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Purpose Despite the rising prevalence of developmental disabilities (DD) in the US, there remains insufficient training for healthcare professionals to care for this medically underserved population – particularly adults. The National Inclusive Curriculum for Health Education (NICHE) aims to improve attitudes and knowledge towards people with intellectual and developmental disabilities (PWIDD); herein we describe one such intervention. Method The intervention integrated didactic, panel presentation and clinical skills components into a 2 nd year medical school curriculum. The didactic session, covering health and assessment of PWIDDs, history of IDD, stigma, etc., was co-taught by a developmental pediatrician, family medicine physician and social worker. A panel of 3 adult self-advocates (SAs) with DD and a parent of a child with DD spoke about their lived experiences. One week later, students practiced taking clinical histories of SAs within small group settings with adult PWIDDs, facilitated by medical school faculty. Students completed the NICHE Knowledge(49 items) and Attitudes (60 items) surveys. The evaluation analyzed pre/post intervention differences in a) knowledge and attitude scores overall and b) by student age, gender, intended medical specialty, and prior experiences with PWIDDs. Open-ended comments were analyzed with content analysis. Results Overall Knowledge scores increased from pre-to posttest ( n = 85; 65[19] vs. 73[17], p = 0.00), while Attitudes score improved (i.e., decreased) ( n = 88; 0.55 [.06] vs. 0.53 [0.06]); p = 0.00). Higher pretest knowledge was found among female identified students (vs. others; p = 0.01) and those knowing > = 5 PWIDD (vs < 5; p = 0.02). Students characterize their IDD training and experience prior to intervention as ‘lacking’ and described the sessions as effective. Conclusions A brief (4 hours total) intervention was associated with modest but significant improved knowledge and attitudes towards PWIDDs. Replication and sustainability of this and other NICHE interventions are needed to fill gaps in PWIDDs’ health care.

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Section: Discussionmentioning

confidence: 99%

Infusing intellectual and Developmental disability training into Medical School curriculum: a Pilot intervention

Siegel,

McGrath,

Muniz

et al. 2023

Medical Education Online

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“…A scoping review for designing a disability curriculum and its impact for medical students by Ali et al 12 reviewed existing literature on best practices for including disability curricula in undergraduate medical education. The results showed that exposing medical students to a disability curriculum improved their empathy and overall perceptions of patients with disabilities.…”

Section: Reviews Theoretical Papers and Meta-analysismentioning

confidence: 99%

The Tree of Life and other tragedies: a brief response

D’Eon¹

2023

Can. Med. Ed. J

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“…One scoping review enumerated teaching strategies effective in educating medical students about disability including presentations, group sessions, lectures, workshops, presentations by guest lectures, online modules, and seminars ( 16 ). A survey of 14 medical schools found that most curricula that addressed disability competency had limited engagement with people with disabilities ( 17 ).…”

Section: Introductionmentioning

confidence: 99%

Enhancing comfort of resident physicians treating adults with intellectual and developmental disabilities by facilitating meaningful interactions

Sanders,

Williams,

Thompson

et al. 2024

Front. Med.

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BackgroundMany physicians feel uncomfortable caring for patients with intellectual and developmental disabilities (IDD). While some residency training programs include lecture content on IDD, few provide structured experiences with individuals with IDD. One strategy for improving comfort is “contact theory:” increasing interactions with “dissimilar” people can lead to decreased negative attitudes toward that population.ObjectiveEvaluate the impact of an interactive session on resident physicians’ comfort with adults with IDD.MethodsSmall groups of resident physicians and artists with IDD collaborated on art projects during the noon conference. A prospective pre-post-intervention survey, including the validated Interaction with Disabled Persons Scale (IDP), evaluated residents’ comfort with patients with IDD before and after the session.Results53 residents completed both pre- and post-conference surveys. Mean IDP scores decreased from 78.7 (10.9) to 75.8 (9.5; p < 0.01), indicating decreasing discomfort. The mean level of comfort interacting with individuals with IDD increased from uncomfortable 3.6 (1.2), before the intervention, to comfortable 4.4 (1.2) after the intervention (p = <0.01). The mean level of comfort treating individuals with IDD increased from uncomfortable 3.5 (1.1) to comfortable 4.1 (1.3) after the intervention (p < 0.01).DiscussionProviding resident physicians with real-life connections with people with IDD was associated with increased comfort. If statistically significant improvements occurred after one session, future studies should evaluate if additional experiences with people with IDD could have more substantial, lasting impacts on future doctors’ comfort with and willingness to care for patients with IDD.

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A scoping review for designing a disability curriculum and its impact for medical students

Cited by 5 publications

References 23 publications

Infusing intellectual and Developmental disability training into Medical School curriculum: a Pilot intervention

Infusing intellectual and Developmental disability training into Medical School curriculum: a Pilot intervention

The Tree of Life and other tragedies: a brief response

Enhancing comfort of resident physicians treating adults with intellectual and developmental disabilities by facilitating meaningful interactions

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