Journeys from discomfort to comfort: how do university students experience being taught and assessed by adults with intellectual disabilities?

Feely, Michael; Iriarte, Edurne García; Adams, Clare; Johns, Ryan Luke; Magee, Christine; Mooney, Sean D.; Murray, Andrew; Turley, Margaret; Yap, M

doi:10.1080/09687599.2021.1874301

Cited by 10 publications

(8 citation statements)

References 31 publications

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“…43,45,46]. Years 2014 [32,37,47] and 2020 [25,34,41] made up 13% (3/24) of the studies, each, and 2011 [33,38], 2016 [30,31] and 2017 [23,48] made up 8% (2/24) of the studies, each. Finally, 2012 [27], 2013 [40], and 2021 [24] made up 4% (1/24) of the studies, each.…”

Section: Full-text Review Data Extraction Synthesis and Analysismentioning

confidence: 99%

“…The majority (10/24) of the studies were conducted in the United States of America [23-27, 30, 36, 38, 40, 44] With regards to trainee demographics, most of the studies were speci cally targeted towards medical students [26, 28, 30-32, 37, 38, 40, 43, 44, 46, 48]. Following medical students, were nursing [23,24,33,43,44], physiotherapy [24,26,33,43,47], occupational therapy [24,27,29,33,43], psychology [23,24,27,43,44], social work [23,24,33,34], dentistry [35,36,41,45], and speech language pathology [23][24][25]29] students.…”

Section: Full-text Review Data Extraction Synthesis and Analysismentioning

confidence: 99%

“…As for trainees' year in their respective programs, the results were varied with the most studies including 3rd years [26,30,31,34,38,40,45],…”

Section: Full-text Review Data Extraction Synthesis and Analysismentioning

confidence: 99%

“…The majority of interventions were single sessions (11/24) [26, 29-33, 40, 41, 43, 44, 48]. On the other hand, there were several studies that were longitudinal of longer than 3 months (4/24) [23,24,34,46], however some of these studies were non-continuous, and often had varying amounts of time between sessions. Additionally, a signi cant number of studies were 1-3 months in length (5/24) [27,35,36,45,47], and the minority of studies were short-term of less than 1 month (3/24) [25,28,38].…”

Section: Curriculum Characteristicsmentioning

confidence: 99%

“…Other forms of experiential teaching took the form of narrative patient/parents/caregiver experiences (6/24) [23,28,30,37,43,46] and workshops (1/24) [45]. As well, many of the studies utilized a theoretical approach to teaching (12/24) [23,24,30,32,34,37,41,[43][44][45][46]48], often in the form of didactic lectures. However, some studies utilized case studies, educational DVDs, and interactive virtual scenarios to teach theory.…”

Section: Pedagogical Approachmentioning

confidence: 99%

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A Systematic Review of Intellectual and Developmental Disability Curriculum in International Pre-Graduate Health Professional Education

Jiwa

Lunsky

et al. 2023

Preprint

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Background Despite the increasing global population of individuals with intellectual and developmental disabilities (IDD), this population remains especially vulnerable to health disparities through several factors such as a lack of access to sufficient medical care and poor determinants of health. To add, numerous studies have shown that healthcare professionals are still insufficiently prepared to support this population of patients. This review synthesizes the literature on current pre-graduate IDD training programs across healthcare professions with the goal of informing the creation of evidence-based curricula. Methods Four major databases were searched for current pre-graduate IDD training interventions for healthcare professionals. The Preferred Reporting Items for Systematic Reviews and Meta-Analysis flow diagram and the Best Evidence Medical Educations systematic review guide were used to frame our collection and analysis. Results Of the 6236 studies screened, 24 studies were identified, with most studies involving medical students (50%). Of note, 38% of studies were interprofessional. Most interventions utilized multiple pedagogical methods with a majority including clinical experiences (83%) followed by theoretical teaching (50%). Kirkpatrick outcomes showed 13% were level 0, 9% were level 1, 17% were level 2, 33% were level 2B, 25% were level 3, 4% were level 4A, and none were level 4B. Conclusions There is a paucity of formally evaluated studies in pre-graduate health professional IDD education. As well, there are a lack of longitudinal learning opportunities and integration into formal curriculum. Strengths identified were the use of multimodal approaches to teaching, including interprofessional approaches to optimize team competencies.

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