Centre for Addiction and Mental Health, 1001 Queen St. Toronto, ON, M6J 1H1, Canada; Institute of Health Policy, Management and Evaluation, University of Toronto, 155 College St, Toronto, ON, M5T 3M6, Canada.
Centre for Addiction and Mental Health, 1001 Queen St. Toronto, ON, M6J 1H1, Canada; Department of Psychiatry, University of Toronto, 250 College Street, Toronto, ON, M5T 1R8, Canada.
Disabil Health J. 2022 Jul;15(3):101282. doi: 10.1016/j.dhjo.2022.101282. Epub 2022 Feb 15.
Patients 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.
The 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.
Structured 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.
At 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.
This 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.
智障和发育障碍（IDD）患者更有可能出现健康状况不佳的情况，而家庭医生接受的培训不足，无法为这一患者群体提供适当的护理。先前的研究很少探讨如何有效地培训家庭医生来照顾 IDD 患者。
本试点研究旨在评估在理论教育策略中增加体验式组成部分的价值，以提高家庭医学住院医师对照顾 IDD 患者的舒适度、技能和知识的感知。
在加拿大安大略省的三个初级保健实践中实施了针对住院医师的结构化教育计划。两个实践只接受了理论信息（理论组）；一个实践接受了理论信息和体验式培训模式，包括临床互动和对该经验的书面反思（理论加体验组）。在这个独立样本前后设计中，住院医师被邀请在培训前后完成一项简短的匿名调查，评估他们对 IDD 患者相关的舒适度、技能和知识的感知。
在基线时，两组住院医师之间没有显著差异。在随访时，与基线相比，体验组在大多数评估项目上报告了更高的舒适度、技能和知识水平，而在理论组中，大多数项目几乎没有或没有改善。
这项试点研究表明，为住院医师提供与 IDD 患者进行临床接触的机会，以及一个结构化的反思过程，比单纯的理论培训更有好处。
