背景:尽管智力和发育障碍(IDD)的全球人口不断增加,由于缺乏足够的医疗服务和不良的健康决定因素等几个因素,这些人口仍然特别容易受到健康差异的影响。要添加,许多研究表明,医疗保健专业人员仍然没有做好足够的准备来支持这些患者。这篇评论综合了有关医疗保健行业当前研究生IDD培训计划的文献,目的是为创建基于证据的课程提供信息。
方法:搜索了四个主要数据库,以查找当前针对医疗保健专业人员的研究生IDD培训干预措施。系统审查和荟萃分析流程图的首选报告项目和最佳证据医学教育系统审查指南用于构建我们的收集和分析。
结果:在筛选的8601项研究中,确定了32项研究,大多数研究涉及医学生(50%)。值得注意的是,35%的研究是跨专业的。大多数干预措施采用多种教学方法,其中大多数包括临床经验(63%),其次是理论教学(59%)。Kirkpatrick水平显示9%为0级,6%为1级,31%为2A级,31%为2B级,19%为3级,3%为4A级,没有一个是4B级。
结论:在研究生健康专业IDD教育中,缺乏正式评估的研究。同样,缺乏纵向学习机会和融入正式课程。确定的优势是使用多模式教学方法,包括优化团队能力的跨专业方法。
BACKGROUND: Despite the increasing global population of individuals with intellectual and developmental disabilities (IDD), this population remains especially vulnerable to health disparities through several factors such as a lack of access to sufficient medical care and poor determinants of health. To add, numerous studies have shown that healthcare professionals are still insufficiently prepared to support this population of patients. This
review synthesizes the literature on current pre-graduate IDD training programs across healthcare professions with the goal of informing the creation of evidence-based curricula.
METHODS: Four major databases were searched for current pre-graduate IDD training interventions for healthcare professionals. The Preferred Reporting Items for Systematic Reviews and Meta-Analysis flow diagram and the Best Evidence Medical Educations systematic
review guide were used to frame our collection and analysis.
RESULTS: Of the 8601 studies screened, 32 studies were identified, with most studies involving medical students (50%). Of note, 35% of studies were interprofessional. Most interventions utilized multiple pedagogical methods with a majority including clinical experiences (63%) followed by theoretical teaching (59%). Kirkpatrick levels showed 9% were level 0, 6% were level 1, 31% were level 2A, 31% were level 2B, 19% were level 3, 3% were level 4A, and none were level 4B.
CONCLUSIONS: There is a paucity of formally evaluated studies in pre-graduate health professional IDD education. As well, there are a lack of longitudinal learning opportunities and integration into formal curriculum. Strengths identified were the use of multimodal approaches to teaching, including interprofessional approaches to optimize team competencies.