The impact of inclusion: Improving medical student confidence in caring for adults with intellectual disabilities through an interactive, narrative-based session
Lauren Clarke, Holly K. Tabor
Abstract
BACKGROUND: There is often very little training during medical school focused on how to provide care to individuals with intellectual disabilities. This curriculum gap results in students reporting low levels of confidence in their ability to care for this population. METHODS: Medical students attended an interactive, narrative-based session on caring for individuals with intellectual disabilities. Student confidence was assessed through pre- and post-session surveys. RESULTS: Students reported low levels of confidence in their overall ability to provide care to people with intellectual disabilities, but this level significantly increased following the course session. Student confidence also increased significantly across all learning objectives. CONCLUSIONS: The success of this session provides additional support for the importance of including individuals with intellectual disabilities within the medical school curriculum; however, we must continue to advocate for more longitudinal educational opportunities in this field to ensure current and future physicians can provide care to this population.