Abstract：
BACKGROUND: Individuals with intellectual disabilities experience barriers to quality healthcare. To reduce this disparity, equipping medical trainees with the knowledge and skills required for treating this patient population is critical. Our aim is to describe the breadth of instructional interventions and identify gaps in intellectual disability medical education curricula.
METHODS: Using scoping review methods, the intellectual disability programmes described in 27 articles were evaluated and their coverage of the six core competencies on disability for health care education was examined.
RESULTS: The most frequently represented core competencies were disability conceptual frameworks, professionalism and communication, and clinical assessment, which were, in most programmes, fulfilled by activities involving individuals with intellectual disabilities. Uneven competency coverage warrants consideration.
CONCLUSIONS: Considerable variabilities exist in medical school curricula on intellectual disabilities. Using core competencies on disability for health care education for curricular design and evaluation would provide a coherent training experience in this important area.
METHODS: Using scoping review methods, the intellectual disability programmes described in 27 articles were evaluated and their coverage of the six core competencies on disability for health care education was examined.
RESULTS: The most frequently represented core competencies were disability conceptual frameworks, professionalism and communication, and clinical assessment, which were, in most programmes, fulfilled by activities involving individuals with intellectual disabilities. Uneven competency coverage warrants consideration.
CONCLUSIONS: Considerable variabilities exist in medical school curricula on intellectual disabilities. Using core competencies on disability for health care education for curricular design and evaluation would provide a coherent training experience in this important area.
摘要：
背景：智障人士在获得高质量的医疗保健方面遇到障碍。为了缩小这种差距,为医疗学员提供治疗该患者人群所需的知识和技能至关重要。我们的目的是描述教学干预措施的广度，并确定智力障碍医学教育课程中的差距。
方法：使用范围审查方法，对27篇文章中描述的智力残疾计划进行了评估，并审查了这些计划对残疾保健教育的六项核心能力的覆盖范围。
结果：最常见的核心能力是残疾概念框架，专业和沟通,和临床评估，是，在大多数节目中，通过涉及智障人士的活动来实现。不平等的能力覆盖范围值得考虑。
结论：医学院关于智力障碍的课程存在相当大的差异。将残疾方面的核心能力用于医疗保健教育，以进行课程设计和评估，将在这一重要领域提供连贯的培训经验。
方法：使用范围审查方法，对27篇文章中描述的智力残疾计划进行了评估，并审查了这些计划对残疾保健教育的六项核心能力的覆盖范围。
结果：最常见的核心能力是残疾概念框架，专业和沟通,和临床评估，是，在大多数节目中，通过涉及智障人士的活动来实现。不平等的能力覆盖范围值得考虑。
结论：医学院关于智力障碍的课程存在相当大的差异。将残疾方面的核心能力用于医疗保健教育，以进行课程设计和评估，将在这一重要领域提供连贯的培训经验。
