2014
DOI: 10.1192/pb.bp.113.043547
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Standardised patients with intellectual disabilities in training tomorrow's doctors

Abstract: Aims and method To develop a programme to help undergraduate medical students and postgraduate trainees to improve their skills in communicating with people with intellectual disabilities through teaching sessions that had input from simulated patients with intellectual disabilities. We conducted four sessions of training for 47 undergraduate 4th-year medical students. The training involved a multiprofessional taught session followed by a clinical scenario role-play with simulated patients who were people with… Show more

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Cited by 38 publications
(63 citation statements)
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“…Teaching opportunities, such as clinic days and the participation of people with intellectual disability in symposia and tutorials were provided in some units audited in the current study. Still, no Australian medical schools appear to approach the breadth of intellectual disability content covered by curricula in the UK [ 35 , 48 , 49 ], and the broader disability curriculum employed at the State University of New York [ 50 ].…”
Section: Discussionmentioning
confidence: 99%
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“…Teaching opportunities, such as clinic days and the participation of people with intellectual disability in symposia and tutorials were provided in some units audited in the current study. Still, no Australian medical schools appear to approach the breadth of intellectual disability content covered by curricula in the UK [ 35 , 48 , 49 ], and the broader disability curriculum employed at the State University of New York [ 50 ].…”
Section: Discussionmentioning
confidence: 99%
“…In addition to being one way to meet human rights legislation requirements [ 14 , 15 ], inclusive teaching practice provides a powerful approach for changing attitudes and perceptions [ 35 , 36 ]. Such practice also ensures that students learn how they can successfully adapt their practice from individuals who receive these services [ 34 , 36 , 37 , 48 , 49 ]. Graduates who successfully learn how to adjust practice when working with people with intellectual disability through diverse educational exposure will likely be in a stronger position to contribute to meeting Australia’s obligation to provide equitable services for those with intellectual disability as outlined in human rights [ 14 ] and anti-discrimination legislation [ 15 ], and health policy [ 16 – 18 ].…”
Section: Discussionmentioning
confidence: 99%
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“…All doctors should be able to attend learning disability training and develop a good working knowledge of the Mental Capacity Act, with specialist advice available when faced with complex situations (Department of Health, 2005). Involving people with learning disabilities in simulation training can improve communication skills and some post-graduate exams now include actors with learning disability (Thomas et al, 2014).…”
Section: Improving Individual Practicementioning
confidence: 99%
“…All doctors should be able to attend learning disability training and develop a good working knowledge of the Mental Capacity Act, with specialist advice available when faced with complex situations (Department of Health, 2005). Involving people with learning disabilities in simulation training can improve communication skills and some post-graduate exams now include actors with learning disability (Thomas et al, 2014).Attitudes towards people with learning disability are not always positive and some staff might hold prejudices that translate into discriminatory behaviours. Increasing contact with people with learning disability, both formally and informally, can foster understanding and lead to greater respect (Seewooruttun and Scior, 2014).…”
mentioning
confidence: 99%