Intellectual disability health content within medical curriculum: an audit of what our future doctors are taught

Trollor, Julian N., Ruffell, Beth, Tracy, Jane, Torr, Jennifer J., Durvasula, Seeta, Iacono, Teresa, Eagleson, Claire and Lennox, Nicolas (2016) Intellectual disability health content within medical curriculum: an audit of what our future doctors are taught. BMC Medical Education, 16 1: . doi:10.1186/s12909-016-0625-1

Author Trollor, Julian N.
Ruffell, Beth
Tracy, Jane
Torr, Jennifer J.
Durvasula, Seeta
Iacono, Teresa
Eagleson, Claire
Lennox, Nicolas
Title Intellectual disability health content within medical curriculum: an audit of what our future doctors are taught
Journal name BMC Medical Education   Check publisher's open access policy
ISSN 1472-6920
Publication date 2016-04-11
Year available 2016
Sub-type Article (original research)
DOI 10.1186/s12909-016-0625-1
Open Access Status DOI
Volume 16
Issue 1
Total pages 9
Place of publication London, United Kingdom
Publisher BioMed Central
Collection year 2017
Language eng
Formatted abstract
Background: There is a high burden of unmet health needs for people with intellectual disability. Despite experiencing significantly higher rates of morbidity and mortality compared with the general population, this group faces greater barriers to accessing healthcare. While increasing workplace capacity is one way to reduce this inequitable access, previous research indicates a scarcity of undergraduate teaching in intellectual disability. The aim of the study was to determine the extent and nature of intellectual disability content currently offered within medical degree curricula.

Methods: All Australian universities (n = 20) providing accredited medical training were invited to participate in a two-phase audit via an email invitation to the Dean of each medical school. The Dean's delegate from 14 medical schools completed Phase 1, which involved a questionnaire or telephone interview about the overall medical course structure. Unit coordinators and/or teaching staff from 12 medical schools completed Phase 2, which involved an online survey about intellectual disability content within the curriculum.

Results: In Australia, medical school curricula contain a median of 2.55 h of compulsory intellectual disability content. The majority of universities only offer a small amount of compulsory content. Of compulsory units, intellectual disability teaching is minimal in sexual health and emergency medicine (only one unit offered in one school for each). Topics of key relevance in intellectual disability health such as human rights issues, interdisciplinary team work and preventative health are poorly represented in intellectual disability teaching. Elective content varies markedly across universities (1 to 122 h), but emergency medicine, women's health, men's health and many other specialist medicine areas are not represented. Inclusive practice is inconsistent in degree and nature, but a majority of universities (nine) involve people with intellectual disability in the development or delivery of content.

Conclusions: There is a mismatch between the considerable unmet health needs of people with intellectual disability and the inconsistent teaching within medical schools. Future doctors will be better equipped to support the health and wellbeing of people with intellectual disability if curricula are enhanced in this area.
Keyword Curriculum
Health inequalities
Intellectual disability
Medical education
Medical training
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Mater Research Institute-UQ (MRI-UQ)
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