Evaluating the Impact of a Virtual Educational Intervention on Medical Students' Knowledge and Attitudes towards Patients with Intellectual and Developmental Disabilities

Autor/inn/en	Berger, I.; Weissman, S.; Raheel, H.; Bagga, A.; Wright, R.; Leung, F.; Loh, A.; Lee-Jones, C.; Isaacs, B.; Vogt, J.
Titel	Evaluating the Impact of a Virtual Educational Intervention on Medical Students' Knowledge and Attitudes towards Patients with Intellectual and Developmental Disabilities
Quelle	In: Journal of Intellectual & Developmental Disability, 48 (2023) 1, S.91-99 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Weissman, S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-8250
DOI	10.3109/13668250.2022.2112511
Schlagwörter	Medical Students; Student Attitudes; Knowledge Level; Intellectual Disability; Developmental Disabilities; Communication Skills; Self Esteem; Competence; Intervention; Interaction; Program Effectiveness; Inclusion; Foreign Countries; Medical Education; Empowerment; Social Services; Canada + Suchen Sie Ihr Suchwort? Schülerverhalten; Wissensbasis; Intellect; Disability; Disabilities; Verstand; Behinderung; Entwicklungsstörung; Kommunikationsstil; Self-esteem; Selbstaufmerksamkeit; Kompetenz; Interaktion; Inklusion; Ausland; Medizinische Ausbildung; Social service; Soziale Dienstleistung; Soziale Dienste; Kanada
Abstract	Background: Research suggests physicians may harbour paternalistic attitudes towards people with intellectual and developmental disabilities and lack the knowledge and skills to work with them. This study examined the impact of a brief intellectual and developmental disability curriculum intervention on these outcomes. Methods: First-year medical students completed a pre-post questionnaire on attitudes and knowledge of intellectual and developmental disabilities in conjunction with a curriculum (a virtual tour of a developmental service site; panel discussions; tutorial presentations). Paired data were available for 33 students. Results: Students' confidence communicating with the person increased (pre-mean = 5.7/10, SD = 1.9; post-mean = 6.3/10, SD = 1.7; p < 0.05) as did their feeling of competence taking a history (pre-mean = 4.2/10, SD = 1.9; post-mean = 5.5, SD = 1.7; p < 0.0001). Their inclination toward sheltering people with intellectual and developmental disabilities also increased (pre-mean = 2.8/6, SD = 0.7; post-mean = 3.2/6, SD = 0.7; p < 0.005). Conclusion: This intervention may contribute to student confidence and their sense of competence in interacting with people with intellectual and developmental disabilities but did not suggest they adopted the philosophy of community inclusion. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01