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Table 2 Intellectual disability units that utilised each teaching method

From: Has teaching about intellectual disability healthcare in Australian medical schools improved? A 20-year comparison of curricula audits

Teaching methoda Compulsory units
(%; no. schoolsb)
Elective units
(%; no. schools)
Total units
(%; no. schools)
  T1
n = 44 units
T2
n = 36 units
T1
n = 8 units
T2
n = 7 units
T1
n = 55c units
T2
n = 43 units
Lectures 24 (54.5%; 8) 26 (72.2%; 6) 2 (25.0%; 1) 2 (28.6%; 2) 27 (49.1%; 8) 28 (65.1%; 7)
Tutorial 8 (18.2%; 4) 5 (13.9%; 3) 2 (25.0%; 2) 2 (28.6%; 1) 11 (20.0%; 6) 7 (16.3%; 3)
Seminar/Workshop 13 (29.5%; 6) 7 (19.4%; 3) 1 (12.5%; 1) 4 (57.1%; 3) 15 (27.3%; 6) 11 (25.6%; 4)
Case study 5 (11.4%; 4) 7 (19.4%; 2) 1 (12.5%; 1) 0 (0.0%; 0) 6 (10.9%; 5) 7 (16.3%; 2)
Other methodd 8 (18.2%; 4) 2 (5.6%; 2) 1 (12.5%; 1) 3 (42.9%; 3) 9 (16.4%; 4) 5 (11.6%; 4)
  1. a More than one method could be used to teach each ID unit (subsequently no column totals are displayed)
  2. bNumber of schools across which units were taught
  3. c Compulsory/elective status was missing for 3 units at T1 for one school (lecture, tutorial and seminar/workshop)
  4. d Other methods at T1 included a camp (4-days with 1:1 care of adult with ID), clinical demonstrations, demonstration lecture, interview, role play, and video tapes; and at T2 included clinical assessment, clinical coaching and practicals, clinical day and self-directed learning