Tier 1 evaluating the implementation of the Oliver McGowan Mandatory Training in learning disabilities and autism across interdisciplinarity health-related courses at Aston University.

INTRODUCTION: The Oliver McGowan Mandatory Training (OMMT) on Learning Disability and Autism was developed to address recognized gaps in healthcare professionals' education and training. Under the Health and Care Act, 2022, healthcare providers are required to ensure staff receive role-appropriate training in autism and learning disabilities. In response, NHS England introduced OMMT as a standardized national programme to support the development of a skilled and inclusive healthcare workforce, aligned with the NHS Long Term Workforce Plan (2023). This study reports on the first pilot implementation of Tier 1 OMMT within a higher education institution, involving students enrolled in Nursing, Biomedical Science, Physician Associate, Optometry, and Pharmacy programmes at Aston University, UK.

MATERIALS AND METHODS: The interdisciplinary Tier 1 training consisted of a 90-min e-learning module and a 1-h interactive webinar featuring experts by experience and facilitators. This study evaluated healthcare students' understanding pre- and post-training. Data on autism and learning disabilities awareness was collected via Jisc Online Surveys. Likert scale data were analyzed quantitatively, and free-text responses examined using thematic analysis to evaluate training effectiveness.

RESULTS: Post-OMMT training results showed significant improvements in students' confidence in verbal communication and using various methods to communicate with autistic individuals and those with learning disabilities (p < 0.0001). Students reported enhanced understanding and awareness of autism and mild, moderate, severe and profound learning disabilities (p < 0.0001). Thematic analysis highlighted those students valued learning from experts by experience. Post-training participants recognized the benefits of individualized healthcare, the need for reasonable adjustments, and the importance of multidisciplinary team approaches in providing equitable care for autistic people and people with learning/intellectual disabilities.

DISCUSSION: This interdisciplinary training enhanced healthcare students' understanding of autism and learning disabilities, equipping them with key skills for future NHS roles and supporting improved outcomes for neurodivergent populations. Embedding such training across all HEIs is essential to prepare professionals to not only treat, but also understand, respect, and advocate for autistic and learning-disabled individuals.