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Related Experiment Video

Updated: Jan 8, 2026

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide
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Improving Medical Student Confidence in Managing Patients With Learning Disabilities and Autism Through a Simulation.

Daniel Refaat1, Caitlin Cole2, Marie-Claire Healey3

  • 1Education Academy, Barts Health NHS Trust, London, GBR.

Cureus
|December 18, 2025
PubMed
Summary

Medical students gained confidence in caring for people with learning disabilities (LD) and autism through immersive simulations. This training is vital for reducing health inequalities and improving inclusive healthcare practices.

Keywords:
autism spectrum disorder (asd)clinical confidenceeducational innovationexperiential learninginclusive communicationlearning disabilitieslived experiencemedical student trainingsimulation-based educationundergraduate medical curriculum

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Area of Science:

  • Medical Education
  • Healthcare Disparities
  • Patient Care Simulation

Background:

  • Individuals with learning disabilities (LD) and autism experience significant health inequalities.
  • Limited clinician confidence and training in inclusive care contribute to these disparities.
  • Undergraduate medical curricula often prioritize theory over practical skills.

Purpose of the Study:

  • To enhance final-year medical students' confidence in providing inclusive care.
  • To improve practical skills for managing patients with LD and autism.
  • To address health inequalities through targeted educational interventions.

Main Methods:

  • A combined lecture and immersive simulation approach was used.
  • Scenarios were co-designed with actors with lived experience of LD and autism.
  • Confidence was measured using pre- and post-intervention surveys, supplemented by qualitative feedback.

Main Results:

  • Students reported statistically significant improvements in confidence across all measured domains (p < 0.001).
  • Simulation participants strongly advocated for the mandatory inclusion of this training.
  • Qualitative feedback emphasized the authenticity and value of lived experience in the simulation.

Conclusions:

  • The intervention successfully combined knowledge transfer with experiential learning in a safe environment.
  • Utilizing actors with lived experience facilitated meaningful intergroup contact and attitudinal change.
  • This simulation-based approach is replicable and can contribute to reducing healthcare inequalities for patients with LD and autism.