A re-design of intellectual disability undergraduate medical training and implementation of an e-learning tool; improving students’ knowledge, skills and attitudes

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Détails bibliographiques
Publié dans:	The Journal of Mental Health Training, Education, and Practice vol. 20, no. 1 (2025), p. 1-13
Auteur principal:	Challinor, Alexander
Autres auteurs:	Cawson, Alys, Crouch, Matthew Alan, Davies, Tony, Hewitt, Natalie, Harpin, Gemma, Odiyoor, Mahesh, Jaydeokar, Sujeet
Publié:	Emerald Group Publishing Limited
Sujets:	Health Education England Health disparities Intellectual disabilities Learning disabilities Curricula Physicians Medical students Distance learning Internet Medical education Learning disabled people Attitudes Teaching Online instruction Premature mortality Autism Knowledge Computer assisted instruction > CAI College students Student attitudes Higher education Inequality Deaths Learning Students Implementation Disability recipients Intellectually disabled people Training Health behavior Skills Work skills Curriculum development People with disabilities Scores Clinical Experience Access to Health Care Patients Curriculum Design Learning Processes Medical Schools Health Services Mental Health Health Education Intellectual Disability Electronic Learning Health Needs Outcomes of Education Opportunities Educational Environment Learner Engagement Learning Modules Psychiatry Educational Needs Medical Care Evaluation Autism Spectrum Disorders
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Description
Résumé:	PurposePeople with intellectual disability face extensive health inequality and premature mortality. Medical students have reported that they lack the skills, knowledge and confidence to work with those with intellectual disability and autism. This emphasises the need for tomorrow’s doctors to be adequately trained. This study aims to investigate students’ knowledge, skills and attitudes towards people with intellectual disability and autism, examining whether these outcomes change following curricula re-design and with implementation of an e-learning module.Design/methodology/approachThe university curricula in intellectual disability and autism were re-designed and an e-learning module developed using co-production. This was delivered to fourth-year medical students with a subgroup receiving the additional e-learning. A controlled trial evaluated students’ knowledge, skills and attitudes using pre- and post-questionnaires. Statistical tests of difference were used to the scores obtained.FindingsThis study showed an improvement in knowledge, skills and attitudes with intellectual disability and autism after curricula engagement, with an incremental benefit observed for students also completing the e-learning module. There was significant difference in pre-and-post placement scores assessing student attitudes towards intellectual disability and autism teaching.Originality/valueThis study highlights the importance of a multi-faceted, co-produced curricula re-design in intellectual disability and autism. The benefit of the e-learning module holds hope that the newly introduced mandatory Oliver McGowan training will be beneficial in the development of tomorrow’s doctors. Effective training in intellectual disability and autism is vital to improve the care and support delivered and reduce unnecessary deaths.
ISSN:	1755-6228 2042-8707 1750-0699
DOI:	10.1108/JMHTEP-07-2023-0064
Source:	Sociology Database