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Health Professions' Educators' Preparedness for Inclusive Education: The HEPIE Study.

Gisselle Gallego1,2, Chris Forlin3, Lise Mogensen4

  • 1School of Medicine, The University of Notre Dame Australia, Sydney, New South Wales, Australia.

The Clinical Teacher
|February 17, 2026
PubMed
Summary
This summary is machine-generated.

Health professions educators (HPEs) feel somewhat prepared to teach students with disability but lack sufficient training. Concerns exist regarding student acceptance and support, highlighting a need for improved disability inclusion in health education.

Keywords:
Australiadisabilityeducationhealth professionsinclusion

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Area of Science:

  • Health Professions Education
  • Disability Inclusion
  • Healthcare Workforce Diversity

Background:

  • Ensuring diverse healthcare workforces requires inclusive education for students with disability.
  • Health professions educators' (HPEs) perspectives on disability inclusion are crucial.

Purpose of the Study:

  • To explore HPEs' views on inclusive education for students with disability.
  • To assess HPEs' acceptance of diverse student needs and their comfort levels.

Main Methods:

  • Online survey of 148 Australian HPEs (June-November 2024).
  • Utilized scales to measure preparedness and concerns regarding teaching students with disability.
  • Statistical analyses included ANOVA and linear regression.

Main Results:

  • HPEs reported moderate confidence, knowledge, and resources but limited training.
  • Primary concerns involved clinical acceptance of students with disability and providing adequate support.
  • 72% of respondents were female, 64% part-time, with an average of 12.6 years teaching experience.

Conclusions:

  • HPEs require more training to effectively support students with disability.
  • Addressing misconceptions and fostering a culture of acceptance are vital for equitable learning environments.
  • Reshaping practices in health professions education is necessary for disability inclusion.