Improving capacity to care for patients with intellectual and developmental disabilities: The value of an experiential learning model for family medicine residents |
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| Affiliation: | 1. Centre for Addiction and Mental Health, 1001 Queen St. Toronto, ON, M6J 1H1, Canada;2. Institute of Health Policy, Management and Evaluation, University of Toronto, 155 College St, Toronto, ON, M5T 3M6, Canada;3. Department of Psychiatry, University of Toronto, 250 College Street, Toronto, ON, M5T 1R8, Canada;4. Department of Family Medicine, Queen''s University, 220 Bagot St, Kingston, ON, K7L 3G2, Canada;5. Department of Family and Community Medicine, St. Michael''s Hospital, 61 Queen St E #3, Toronto, ON, M5C 2T2, Canada;6. Department of Family and Community Medicine, University of Toronto, 500 University Ave, Toronto, ON, M5G 1V7, Canada;7. Department of Family and Community Medicine, St. Joseph''s Health Centre, 27 Roncesvalles Ave, Toronto, ON, M6R 3B2, Canada;1. Coaching and Teaching Studies, College of Physical Activity and Sport Sciences, West Virginia University, 375 Birch Street, P.O. Box 6116, Morgantown, WV 26505, USA;2. Health and Physical Education, Department of Human Movement Sciences, Old Dominion University, VA, USA;3. Center for Leadership in Disability, School of Public Health, Georgia State University, Atlanta, GA, USA;4. Community Health Academic Group, School of Nursing, Psychotherapy and Community Health, Dublin City University, Dublin, Ireland;1. Tecnologico de Monterrey, School of Medicine and Health Sciences, Institute of Ophthalmology and Visual Sciences, Av. Batallon de San Patricio #112, Col. Real de San Agustin, San Pedro Garza Garcia, NL, CP, 66278, Mexico;2. Tecnologico de Monterrey, School of Medicine and Health Sciences, Av. I. Morones Prieto No. 3000 Pte. Col. Sertoma, Monterrey, NL, CP, 64710, Mexico;1. Department of Physical Therapy, School of Health Professions, The University of Alabama at Birmingham, 360, 1720 2nd Ave S, Birmingham, AL, 35294, USA;2. Department of Kinesiology and Nutrition, The University of Illinois Chicago, 1919 W Taylor St, Chicago, IL, 60612, USA;1. Department of Physical Medicine and Rehabilitation, University of Michigan, Ann Arbor, USA;2. Institute for Healthcare Policy and Innovation, University of Michigan, Ann Arbor, USA;3. Department of Orthopaedic Surgery, University of Michigan, Ann Arbor, MI, USA;4. Department of Health Management and Policy, University of Michigan School of Public Health, Ann Arbor, MI, USA;5. Department of Internal Medicine, University of Michigan, Ann Arbor, MI, USA;1. College of Medicine - Phoenix, University of Arizona, Phoenix, AZ, USA;2. Kidney Epidemiology and Cost Center, School of Public Health, University of Michigan, Ann Arbor, USA;3. Institute for Healthcare Policy and Innovation, University of Michigan, Ann Arbor, USA;4. Department of Obstetrics and Gynecology, University of Michigan, Ann Arbor, USA;5. Department of Surgery, University of Michigan, Ann Arbor, USA;6. Department of Emergency Medicine, University of Michigan, Ann Arbor, USA;7. Department of Physical Medicine and Rehabilitation, University of Michigan, Ann Arbor, USA |
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| Abstract: | BackgroundPatients with intellectual and developmental disabilities (IDD) are more likely to experience poor health outcomes and family physicians receive inadequate training to provide appropriate care to this patient group. Little prior research has studied how to effectively train family physicians to care for patients with IDD.ObjectiveThe aim of this pilot study was to assess the value of adding an experiential component to didactic education strategies to improve family medicine resident perceived comfort, skills and knowledge related to caring for patients with IDD.MethodsStructured education programs for residents were implemented at three primary care practices in Ontario, Canada. Two practices received didactic information only (didactic-only group); one received didactic information and an experiential training model including clinical interactions and a written reflection on that experience (didactic plus experiential group). In this separate-sample pre-post design, residents were invited to complete a brief anonymous survey prior to and following the training assessing their perceived comfort, skills and knowledge related to patients with IDD.ResultsAt baseline, there were no significant differences between the two groups of residents. At follow up, the experiential group reported significantly higher levels of comfort, skills, and knowledge compared to baseline for most items assessed, while in the didactic-only group most items showed little or no improvement.ConclusionThis pilot study suggests that providing residents the opportunity to participate in clinical encounters with patients with IDD, as well as a structured process to reflect on such encounters, results in greater benefit than didactic training alone. |
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| Keywords: | Family medicine Medical education Developmental disabilities Intellectual disabilities Experiential learning |
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