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The nursing process provides a clinical decision-making framework for patients and families to establish and implement a personalized care plan. Since part of the nurse's duties is to teach patients, the steps of the nursing process are the most effective way to approach instruction. The nursing process and the teaching-learning process are inextricably linked.
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Evaluating Medical Student Perceptions of the ADEPT-CARE Protocol Through Remote, Self-Directed Learning.

Carly Malesky1, Sandra Carpenter2, Heather McClure1

  • 1School of Medicine, University of Connecticut School of Medicine, Farmington, USA.

Cureus
|June 16, 2025
PubMed
Summary

Medical students showed increased confidence in caring for patients with disabilities after completing the remote ADEPT-CARE (Accessible Disability Education Program for Training in Compassionate and Effective care) protocol. This training enhances equitable care delivery for disabled individuals.

Keywords:
curriculum development and evaluationdisabilityinclusivitymedical education curriculumremote assessment

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Area of Science:

  • Medical Education
  • Disability Studies
  • Healthcare Equity

Background:

  • Individuals with disabilities face healthcare access barriers and disparities.
  • Undergraduate medical education often lacks standardized disability training.
  • The ADEPT-CARE protocol aims to improve medical trainees' interaction with disabled patients.

Purpose of the Study:

  • To evaluate the effectiveness of the ADEPT-CARE protocol in enhancing medical students' confidence and skills in caring for patients with disabilities.
  • To assess the impact of self-directed, remote training on disability competency.

Main Methods:

  • Medical students participated in a self-directed, remote ADEPT-CARE training module.
  • Pre- and post-module surveys assessed changes in perceptions and confidence.
  • Nonparametric Wilcoxon signed-rank tests analyzed the data.

Main Results:

  • Statistically significant increases in student confidence in assessing and providing equitable care to patients with disabilities were observed (p = 0.0005, p = 0.0002).
  • Students were more likely to adopt a consistent approach during patient encounters (p < 0.001).
  • 12.5% of participants identified as having a disability, and 50% had a family member with a disability.

Conclusions:

  • Self-directed, remote ADEPT-CARE training effectively boosts medical students' confidence in treating patients with disabilities.
  • The protocol is a viable method for integrating disability-focused education into medical curricula.
  • Further research should investigate clinical and simulated setting effectiveness.