Developmental Disabilities in Undergraduate Medical Education: The University of Toronto Experience

Background: Although people with intellectual and developmental disabilities (IDD) are expected to access mainstream healthcare, doctors are illprepared to care for this population. Given the currently limited exposure to IDD in the medical curriculum and the healthcare challenges faced by the IDD p...

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Bibliographic Details
Published in:Journal on developmental disabilities 2020-05, Vol.25 (2), p.1-14
Main Authors: Jiwa, Muhammad Irfan, Coret, Alon, Sawyer, Amanda, Lunsky, Yona
Format: Article
Language:English
Subjects:
Attitudes
Communication
Communication skills
Community-based programs
Curricula
Developmental disabilities
Discharge
Emergency services
Experiential learning
Focus groups
Health care
Hospitalized
Intellectual disabilities
Knowledge
Medical education
Medical students
Needs
Needs analysis
Population
Psychiatry
Reflective learning
Reflective teaching
Seminars
Skill development
Skills
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Summary:Background: Although people with intellectual and developmental disabilities (IDD) are expected to access mainstream healthcare, doctors are illprepared to care for this population. Given the currently limited exposure to IDD in the medical curriculum and the healthcare challenges faced by the IDD population, the following study had two main objectives: (1) Assess preclinical students’ knowledge of IDD and attitudes toward IDD; and (2) Explore the experiences, learning outcomes, and attitudinal changes of medical students participating in a student led seminar series on IDD at the University of Toronto. Methods: The project consisted of two components: a needs assessment survey and focus groups. The survey explored 36 preclinical (Years 1-2) students’ prior experience with IDD, knowledge and attitudes toward IDD, and educational needs in this area. The second component of the study involved focus groups with 10 students who took part in a six-week “Developmental Disabilities Seminar Series.” Results: Survey respondents reported a wide range of previous experience, good knowledge and open attitudes toward people with IDD. Thematic analysis of the focus groups revealed three main themes: (1) The universality of person-centred communication skills; (2) The value of first-hand exposure to people with IDD; and (3) Appreciation for available community resources. Conclusion: This project helped identify some of the educational needs of first- and second-year medical students in the area of IDD and could guide future curricular efforts to better serve this population.
ISSN:1188-9136
1917-7909