Impact of a Fieldwork Experience on Attitudes Toward People With Intellectual Disabilities

Area of Science:

• Health professions education
• Disability studies
• Attitudinal research

Background:

• Understanding and improving attitudes toward individuals with intellectual disabilities (IDs) is crucial for healthcare professionals.
• Curriculum design plays a vital role in shaping student perceptions and future practice.

Purpose of the Study:

• To evaluate the impact of specific curriculum activities on health professional students' attitudes towards people with intellectual disabilities (IDs).
• To compare the effectiveness of didactic (lecture) versus experiential (fieldwork) interventions.

Main Methods:

• A nonrandomized pretest-posttest design was employed with occupational therapy and public health students.
• The Attitudes Toward Intellectual Disabilities Questionnaire assessed changes before and after interventions.
• Interventions included a lecture on stigma and a Level I fieldwork experience.

Main Results:

• A lecture on stigma did not significantly alter student attitudes toward individuals with IDs.
• Occupational therapy students' attitudes improved significantly after a Level I fieldwork intervention.
• Factors such as program duration, age, and prior experience influenced attitude changes in occupational therapy students.

Conclusions:

• Experiential learning, specifically Level I fieldwork, is an effective method for enhancing positive attitudes among occupational therapy students towards individuals with intellectual disabilities.
• Didactic interventions like lectures on stigma may be less effective in fostering significant attitudinal shifts compared to practical experiences.