The clinical teacher · 2026
Health Professions' Educators' Preparedness for Inclusive Education: The HEPIE Study.
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Gallego Gisselle, Forlin Chris, Mogensen Lise, Gray Laura, Ng Claudia, Bulkeley Kim, Moore Aishah, Palipana Dinesh
Аннотация
BACKGROUND: To achieve a healthcare workforce that reflects the diversity of the communities it serves, we need to ensure that students with disability have access to safe, effective educational experiences in health professions education. This study aimed to explore health professions' educators (HPEs) views on inclusive education, acceptance of students with different needs and comfort levels when engaging with students with disability.
METHODS: An online survey of Australian HPEs was conducted between June and November 2024. Two scales were used to measure preparedness and concerns regarding teaching students with disability. Analyses of variance were performed to compare the mean difference in both scales. The relationship was assessed using a linear regression model.
RESULTS: A total of 148 HPEs completed the survey; of these, 72% were females, 64% were employed in a part-time capacity and on average had been teaching for 12.6 years. They perceived that they had some confidence, knowledge and resources for teaching students with disability, but reported that they had received limited training. HPEs were most concerned about students not being accepted by healthcare or clinical educators and the difficulty of providing appropriate support.
DISCUSSION: HPEs had limited training and were concerned that students would not be accepted by healthcare or clinical educators. These findings suggest that reshaping the culture and practices of HPE with regards to disability inclusion may be required to provide HPEs with the skills they need to support students, to dispel misconceptions and to provide students with disability learning environments where they can safely and equitably thrive.
METHODS: An online survey of Australian HPEs was conducted between June and November 2024. Two scales were used to measure preparedness and concerns regarding teaching students with disability. Analyses of variance were performed to compare the mean difference in both scales. The relationship was assessed using a linear regression model.
RESULTS: A total of 148 HPEs completed the survey; of these, 72% were females, 64% were employed in a part-time capacity and on average had been teaching for 12.6 years. They perceived that they had some confidence, knowledge and resources for teaching students with disability, but reported that they had received limited training. HPEs were most concerned about students not being accepted by healthcare or clinical educators and the difficulty of providing appropriate support.
DISCUSSION: HPEs had limited training and were concerned that students would not be accepted by healthcare or clinical educators. These findings suggest that reshaping the culture and practices of HPE with regards to disability inclusion may be required to provide HPEs with the skills they need to support students, to dispel misconceptions and to provide students with disability learning environments where they can safely and equitably thrive.