Cluster Randomized Controlled Trial of Disability Education Module in a Core Pediatrics Clerkship

Objective: Evaluate the impact of a disability education program on medical student knowledge and attitudes toward disability. Methods: A cluster randomized controlled trial involving medical students in their pediatrics clerkship from May‐October 2016 was conducted. Students were assigned to intervention or control groups randomly. Both received preand post‐clerkship surveys of knowledge and attitudes plus didactic presentation at clerkship start. During clerkship, the intervention group received bedside teaching of physical exam/interview skills and case‐based discussion. Control group received a sham intervention. Independent t‐test was used to assess pre/post change in knowledge of disability. Conventional content analysis was used to evaluate attitude changes. Results: 23 participants completed the study (control n511; intervention n512). 56% of participants had no prior experience with people with disabilities. Mean pre‐clerkship knowledge scores were 6.8 and 7.6 for control and intervention groups respectively (p50.83). Mean posttest knowledge scores were 7.3 and 8.2 (p50.09). Post‐clerkship knowledge increased in both groups; increase was significant for intervention group (p50.009). Analysis of post‐clerkship attitude items indicated that intervention group participants gave more detailed answers. Control group participants focused on acute medical management; intervention group participants described long‐term experience of a disability within community and family. Terms representing functional aspects of disability were used by 55% and 83% of participants in control and intervention groups, respectively. Conclusions: Participation in a disability education program increased knowledge and changed attitudes toward disability. It is likely that physicians who understand the functional aspects of disability across settings will deliver higher quality care regardless of field.