Abstract
Purpose statement: The purpose of this project was to evaluate the impact of a two-week intensive curriculum on the perception, attitudes, and comfort of medical students towards people with disabilities (PWD).
Background: PWD represent the largest legally protected minority that experiences health disparities in the United States (US)(1). Healthcare providers (HCP) receive inadequate education to support this growing population(2). In 2021, only 40.7% of surveyed physicians (MDs) reported confidence in their ability to provide the same quality of care to PWD as to those without and only 56.5% strongly agreed that PWD were welcome to seek care in their practices(3). A 2022 study found MDs discharging patients with disabilities from their care due to perceived inadequate reimbursement(4). PWD face barriers in their ability to access care and in the quality of care they receive(5). A study of MDs in the US showed that 82.4% believed that PWD have a lower quality of life(2). The implicit and explicit bias held by HCP impacts the care and outcome of patients(2).
Methods: A two-week, 72-hour intensive curriculum was developed to address the gap in healthcare disability education. Faculty and students with lived experience of disability designed a theory- and skills-based curriculum focused on disability justice and caring for PWD. Content was delivered through online and in-person sessions, along with interactions with PWD. Pre- and post-course surveys utilizing the Interactions with People with Disability Scale (IPDS) assessed changes in students’ perceptions and attitudes towards PWD. Thematic analysis was completed on student and panelist feedback to further understand course impact.
Outcomes: Pre- and post-course evaluations utilizing the IPDS showed significant (p< 0.001) improvement in student’s perceptions and attitudes towards PWD. Thematic analysis of medical student feedback demonstrated increased confidence in caring for PWD and plans for advocacy.
Implications: Outcomes from this mixed-method study demonstrate the positive impact of disability in healthcare education. This current curriculum will continue to be offered to MD students, with plans to translate the curriculum into nursing and physician assistant training programs.
Notes
References:
1. Okoro, C. A., Hollis, N. D., Cyrus, A. C., & Griffin-Blake, S. (2019). Prevelance of disabilities and health care access by disability status and type among adults – United States 2016. MMWR Morb Mortal Wkly Rep, 67(32), 882-887.
2. Smeltz, L., Havercamp, S. M., & Meeks, L. (2024). Aspiring to disability consciousness in health professions training. AMA Journal of Ethics, 26(1), E54-61
3. Iezzoni, L. I., Rao, S. R., Ressalam J, Bolcic-Jankovin, D., Agaronnik, N. D, Donelan, K., Lagu, T., & Campbell, E. G. (2020) Physicians’ perceptions of people with disability and their health care. Health Aff(Millwood), 40(2), 297-306.
4. Lagu, T., Haywood, C., Reimold, K., Dejong, C., Sterling, R. W., & Iezzoni, L. I. (2022). ‘I am not the doctor for you’: Physicians’ attitudes about caring for people with disabilities. Health Aff(Millwood), 41(10), 1387–1395
5. Park, J., Saha, S., Chee, B., Taylor, J., & Beach, M. C. (2021). Physician use of stigmatizing language in patient medical records. JAMA Netw Open, 4(7), 1-11.
Sigma Membership
Theta Tau
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Mixed/Multi Method Research
Keywords:
Curriculum Development, Competence, Continuing Education, Patients with Disabilities
Recommended Citation
Truong, Tina and Thompson, Elise, "Improving Student’s Attitudes, Perceptions, and Comfort Caring for Patients with Disabilities" (2025). International Nursing Research Congress (INRC). 58.
https://www.sigmarepository.org/inrc/2025/presentations_2025/58
Conference Name
36th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Seattle, Washington, USA
Conference Year
2025
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Improving Student’s Attitudes, Perceptions, and Comfort Caring for Patients with Disabilities
Seattle, Washington, USA
Purpose statement: The purpose of this project was to evaluate the impact of a two-week intensive curriculum on the perception, attitudes, and comfort of medical students towards people with disabilities (PWD).
Background: PWD represent the largest legally protected minority that experiences health disparities in the United States (US)(1). Healthcare providers (HCP) receive inadequate education to support this growing population(2). In 2021, only 40.7% of surveyed physicians (MDs) reported confidence in their ability to provide the same quality of care to PWD as to those without and only 56.5% strongly agreed that PWD were welcome to seek care in their practices(3). A 2022 study found MDs discharging patients with disabilities from their care due to perceived inadequate reimbursement(4). PWD face barriers in their ability to access care and in the quality of care they receive(5). A study of MDs in the US showed that 82.4% believed that PWD have a lower quality of life(2). The implicit and explicit bias held by HCP impacts the care and outcome of patients(2).
Methods: A two-week, 72-hour intensive curriculum was developed to address the gap in healthcare disability education. Faculty and students with lived experience of disability designed a theory- and skills-based curriculum focused on disability justice and caring for PWD. Content was delivered through online and in-person sessions, along with interactions with PWD. Pre- and post-course surveys utilizing the Interactions with People with Disability Scale (IPDS) assessed changes in students’ perceptions and attitudes towards PWD. Thematic analysis was completed on student and panelist feedback to further understand course impact.
Outcomes: Pre- and post-course evaluations utilizing the IPDS showed significant (p< 0.001) improvement in student’s perceptions and attitudes towards PWD. Thematic analysis of medical student feedback demonstrated increased confidence in caring for PWD and plans for advocacy.
Implications: Outcomes from this mixed-method study demonstrate the positive impact of disability in healthcare education. This current curriculum will continue to be offered to MD students, with plans to translate the curriculum into nursing and physician assistant training programs.
Description
Gaps exist in the care for people with disabilities, including less than 50% of physicians reporting confidence in the quality of care they provide. A two-week intensive Undergraduate Medical Education curriculum was developed and implemented. Results demonstrated significant (P<0.001) improvement in attitudes and perceptions towards people with disabilities, and improved confidence in caring for this population. This session discusses lessons learned and future implications.