Experiences, attitudes, and knowledge of medical students regarding intellectual and developmental disability: a Canadian study

• Published in: BMC medical education 2024-12, Vol.24 (1), p.1509-8, Article 1509
• Main Authors: Tarzi, Gabriel, Yip, Alyssa, Jiwa, Muhammad Irfan, Thakur, Anupam, Mishra, Soumya, Koch, Laura, Mendoza, Olivia, Perera, Amandi, Mckenzie, Lachina, Lunsky, Yona
• Format: Article
• Language: English
• Subjects: Adult; Attitude of Health Personnel; Canada; Clinical Competence; clinical curriculum; College students; Developmental Disabilities; developmental disability; Disability; Education, Medical, Undergraduate; Female; Health Knowledge, Attitudes, Practice; Humans; Intellectual Disability; Male; Medical care; medical education; Medical students; Quality management; Social aspects; Students, Medical - psychology; Surveys and Questionnaires; Young Adult
• ISSN: 1472-6920; 1472-6920
• DOI: 10.1186/s12909-024-06482-z

As the healthcare of individuals with intellectual and developmental disabilities (IDD) shifts toward community-based services, physicians in all areas of medicine are more likely to care for this population. To ensure that all physicians can provide high-quality care to people with IDD, further understanding and attention to undergraduate medical education related to IDD is needed. A 24-item survey assessed the experiences, attitudes, knowledge, skills, and future interest of Canadian medical students regarding IDD. Descriptive statistics were calculated for questionnaire responses and responses of students who had more in-depth experience were compared to those of students with minimal past experience. A total of 443 Canadian medical students completed the survey. Students did not feel competent obtaining clear histories from people with IDD. Most students were not confident they could provide quality care to this population but wanted further learning. Students with prior IDD experiences through family/friends felt more knowledgeable and interested in caring for this population than those with community/clinical and minimal experiences. Many Canadian medical students lack the knowledge and skills needed to adequately care for people with IDD. Despite this, a majority of students were interested in further learning opportunities to improve care for people with IDD. These findings underscore the necessity of evaluating the current medical curriculum and implementing measures to better prepare students to care for this population.