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

Gisselle Gallego^1,2, Chris Forlin³, Lise Mogensen⁴

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

The Clinical Teacher

|February 17, 2026

Summary

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.

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.

Keywords:

Australia disability education health professions inclusion

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