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A Familiarization Protocol Facilitates the Participation of Children with ASD in Electrophysiological Research
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Medical student program to learn from families experiencing developmental disabilities.

Brigid Jacob1, Ragda Izar1, Hanna Tran1

  • 1Department of Medical Education, Wayne State University School of Medicine, Detroit, Michigan, USA.

International Journal of Developmental Disabilities
|March 8, 2024
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Summary

Medical students gained confidence interacting with patients with developmental disabilities (DDs) through the ARIE program. However, family trust in physicians did not significantly improve, highlighting a need for better physician empathy and knowledge.

Keywords:
Medical studentsdevelopmental disabilitiesmedical education

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Area of Science:

  • Medical Education
  • Developmental Disabilities
  • Patient-Physician Relationship

Background:

  • Patients with developmental disabilities (DDs) and their families often experience mistrust in healthcare providers due to negative interactions.
  • Medical students typically lack adequate training in communicating with and diagnosing individuals with DDs.

Purpose of the Study:

  • To assess the impact of the ARIE (Appreciating Relationships and Individual Experiences) program on medical students' interactions with patients with DDs and their families.
  • To evaluate changes in family trust and perceptions of physician empathy and knowledge after program participation.

Main Methods:

  • A service-learning model (ARIE program) involving home visits and standardized interviews was implemented for medical students.
  • Data collection included surveys on family trust in physicians and student self-reported confidence levels.

Main Results:

  • Families reported a general lack of strong trust in physicians and a desire for more empathetic and informed care.
  • No significant change in family trust was observed post-program.
  • Medical students reported increased comfort and confidence in interacting with patients with DDs and their families.

Conclusions:

  • The ARIE program effectively enhances medical students' confidence and experience with patients with DDs.
  • There is a persistent need to improve physician empathy and knowledge to build trust with families of individuals with DDs.
  • Implementing similar service-learning models in medical schools could improve future physician preparedness for caring for patients with DDs.