Table 1 Review findings with a focus on pedagogical methods and evaluation outcomes
Author, Year of publication, COO | Speciality | Pedagogical Methodology | Focus of Content | Evaluation Method | Evaluation Outcome | Kirkpatrick Level | BEME Scores |
|---|---|---|---|---|---|---|---|
[23] Keisling et al. 2017 USA | • Psychology • SLP (speech language pathology) • Audiology • Nutrition • Social work • Nursing | Experiential (patient/family experiences) Theoretical (didactic) Interprofessional | Perspective/Awareness | Participant Evaluation | Improvements in family centered care competencies with comments reflecting a desire for more family centred experiences | 3 | 4 |
[24] Weber et al. 2021 USA | • Audiology • Genetic counselling • Nursing • OT (occupational therapy) • PT (physiotherapy) • Psychology • Social work • SLP • Other non- healthcare professional programs and/or post-graduate traineesa | Interprofessional Theoretical (didactic) Experiential (clinical) | Perspective/Awareness Medical/Clinical Knowledge | Participant Evaluation | Training enhances participants leadership competencies and attitudes towards working in interdisciplinary teams | 2B | 3 |
[25] Weiss et al. 2020 USA | • SLP • Special educationa | Interprofessional Experiential (clinical) | Medical/Clinical Knowledge | Participant Evaluation Intervention Evaluation Learning Assessment | Increases amongst all measures including: knowledge of transdisciplinary approach (TA), understanding and comfort with the other discipline, and higher confidence in using TA | 3 | 4 |
[26] Garavatti et al. 2018 USA | • Medicine • PT | Experiential (clinical) Interprofessional | Perspective/Awareness | Participant Evaluation | Students reported increased comfort in dealing with rehabilitation situations after attending the intervention | 2A | 3 |
[27] Howell et al. 2012 USA | • OT • Psychology | Interprofessional Experiential (clinical) | Perspective/Awareness | Intervention Evaluation | Students were more prepared to represent their profession in an interprofessional team | 1 | 1 |
[28] Coret et al. 2018 Canada | • Medicine | Experiential (patient/family experiences) | Medical/Clinical Knowledge Perspective/Awareness | Learning Assessment Participant Evaluation Intervention Evaluation | Patient educators may help facilitate communication skills teaching amongst medical students | 2B | 3 |
[29] Lewis et al. 2018 Australia | • SLP • OT | Experiential (clinical) Interprofessional | Medical/Clinical Knowledge | Intervention Evaluation | Students found the DVD role-playing interprofessional workshop to be a learning benefit | 2A | 2 |
[30] Havercamp et al. 2016 USA | • Medicine | Theoretical (didactic) Experiential (patient/family experiences) | Medical/Clinical Knowledge Perspective/Awareness | Intervention Evaluation Participant Evaluation | Students reported improved knowledge, skills, confidence, and comfort in caring for patients with ASD | 3 | 4 |
[31] Watkins et al. 2016 UK | • Medicine | Experiential (clinical) | Perspective/Awareness Medical/Clinical Knowledge | Participant Evaluation | Students reported improvements in affect and understanding, as well as knowledge and skills | 2B | 4 |
[32] Thomas et al. 2014 UK | • Medicine | Experiential (clinical) Theoretical (didactic) | Perspective/Awareness Medical/Clinical Knowledge | Participant Evaluation | Improvements in students’ perceived skills, comfort, and the type of clinical approach | 3 | 4 |
[33] Iacono et al. 2011 Australia | • Social work • OT • PT • Nursing • Other non-professional degreesa | Experiential (clinical) Interprofessional | Perspective/Awareness | Participant Evaluation Intervention Evaluation | No significant differences, although qualitative results show differences in perception and understanding | 0 | 2 |
[34] Feely et al. 2020 Ireland | • Social work | Theoretical (didactic) Experiential (clinical) | Perspective/Awareness Medical/Clinical Knowledge | Intervention Evaluation Participant evaluation | Students reported a positive experience with increased comfort and greater empathy | 1 | 3 |
[35] Marks et al. 2018 Belgium | • Dentistry | Experiential (clinical) | Medical/Clinical knowledge | Other | There were no significant changes in residents’ and caregivers' knowledge, behaviour, attitude, and self-efficacy on oral health | 0 | 1 |
[36] Watters et al. 2015 USA | • Dentistry | Experiential (clinical) | Medical/Clinical Knowledge Perspective/Awareness | Participant Evaluation | Improved self-efficacy and intent to treat patients with special needs | 3 | 4 |
[37] Harwood et al. 2014 UK | • Medicine | Theoretical (didactic) Experiential (patient/family experiences) | Medical/Clinical Knowledge Perspective/Awareness | Participant Evaluation | The online module has increased knowledge, skills, and reducing stigmatizing attitudes | 4A | 1 |
[38] Jacobson et al. 2011 USA | • Medicine | Experiential (clinical) | Medical/Clinical Knowledge | Learning assessment | Students had more comfort with patients but showed no changes in their attitude or mental status examination performances | 2A | 1 |
[39] Shields et al. 2014 Australia | • PT | Experiential (clinical) | Medical/Clinical Knowledge | Participant Evaluation | Students rated an improvement in their professional skills relating to implementing a Progressive Resistance Training programme | 3 | 4 |
[40] Karl et al. 2013 USA | • Medicine | Experiential (clinical) Immersive(Learning at a specialized medical facility) | Perspective/Awareness Medical/Clinical knowledge | Participant Evaluation | Improved comfort levels and increased awareness of attitudes that affect patient care | 2B | 4 |
[41] Salama et al. 2020 Saudi Arabia | • Dentistry | Theoretical (didactic) | Medical/Clinical Knowledge | Participant Evaluation Learning Assessment | The intervention was effective in providing all levels of dental students with the basic instructive information to care for patients with IDD | 2B | 2 |
[42] Taslibeyaz et al. 2017 Turkey | • Medicine | Theoretical (didactic) Experiential (clinical) | Medical/Clinical Knowledge | Learning Assessment | Increase in achievement scores for students in the interactive group | 2B | 4 |
[43] Jones et al. 2015 Canada | • Medicine • Nursing • Clinical psych • OT • PT | Theoretical (didactic) Interprofessional Experiential (patient/family experiences) | Medical/Clinical Knowledge Perspective/Awareness | Participant Evaluation Learning Assessment | Significant differences in knowledge and skills following intervention Positive trend in students’ attitude changes following the intervention | 2B | 4 |
[44] Tsilimingras et al. 2018 USA | • Medicine • Nursing • Psychology • Physician assistants • Post-graduate physiciansa | Theoretical (didactic) Experiential (clinical) Interprofessional | Medical/Clinical Knowledge Perspective/Awareness | Participant Evaluation | Improvements in attitudes towards interprofessional clinical practice | 2a | 3 |
[45] Phadraig et al. 2015 Ireland | • Dentistry | Theoretical (didactic) Experiential (workshops) | Perspective/Awareness | Participant Evaluation | No significant difference in student attitudes before and after intervention | 0 | 1 |
[46] Van Wieringen et al. 2015 South Africa | • Medicine | Theoretical (didactic) Experiential (patient/family experiences) | Other | Participant Evaluation | Positive differences found in quality and nature of IDD training on clinical rotations | 2B | 3 |
[47] Hoang et al. 2023 USA | • Medicine | Theoretical (didactic) Experiential (clinical) | Medical/Clinical Knowledge | Participant Evaluation Learning Assessment | The virtual training sessions on behaviour analytic procedures increased students’ ability to apply such procedures in clinical roleplay with patients with neurodevelopmental disabilities | 2B | 4 |
[48] Nash-Patel et al. 2022 UK | • Nursing | Experiential (patient/family experiences) | Perspective/Awareness | Participant Evaluation | The co-designed arts based relational learning programme was effective at reducing fears and anxieties between nurses and young patients with IDD | 2A | 2 |
[49] Matteucci et al. 2023 USA | •Dentistry | Theoretical (didactic) Experiential (clinical) | Medical/Clinical Knowledge | Participant Evaluation Learning Assessment | Remote behaviour skills training for dental students and professionals was effective at encouraging providers to implement behaviour techniques in the care of patients with IDD | 2B | 3 |
[50] Phadraig et al. 2022 Ireland | • Dentistry | Theoretical (didactic) | Perspective/Awareness | Participant Evaluation | A didactic training session led by an individual with autism promoted modest increases in openness towards caring for patients with autism | 2A | 3 |
[51] Berger et al. 2023 Canada | • Medicine | Theoretical (didactic) Experiential (patient/family experiences) | Perspective/Awareness | Participant Evaluation | This curricular programme increased student confidence in interacting with patients with IDD but did not increase their sense of community inclusion | 2A | 4 |
[52] Zencirci et al. 2022 Turkey | • Medicine | Theoretical (didactic) Experiential (clinical) Experiential (patient/family experiences) | Perspective/Awareness | Participant Evaluation | This mixed method training programme was effective in improving attitudes of senior medical students towards patients with IDD | 2A | 4 |
[53] Jacob et al. 2022 USA | • Medicine | Theoretical (didactic) Experiential (clinical) Experiential (patient/family experiences) | Perspective/Awareness | Participant Evaluation | Medical students who participated in this programme reported improvements in comfort and confidence in interacting with patients with IDD and their families. However, families did not appear to trust physicians, with no significant changes after the program | 2A | 4 |
[54] Lee et al. 2023 USA | • Nursing • Social work • Psychology • Recreation therapya • Exercise sciencea • Public healtha | Theoretical (didactic) Interprofessional | Perspective/Awareness | Participant Evaluation | This interprofessional program enhanced health professional students’ self-perceived competencies on the care of individuals with IDD | 2A | 3 |