{"id":72585,"date":"2024-09-18T08:43:52","date_gmt":"2024-09-18T00:43:52","guid":{"rendered":"https:\/\/medicine.nus.edu.sg\/taps\/?post_type=issues&#038;p=72585"},"modified":"2025-01-07T08:26:40","modified_gmt":"2025-01-07T00:26:40","slug":"persons-with-disabilities-pwd-as-patient-educators-effects-on-medical-student-attitudes","status":"publish","type":"issues","link":"https:\/\/medicine.nus.edu.sg\/taps\/issues\/persons-with-disabilities-pwd-as-patient-educators-effects-on-medical-student-attitudes\/","title":{"rendered":"Persons with Disabilities (PWD) as patient educators: Effects on medical student attitudes"},"content":{"rendered":"<p>Submitted: 12 December 2023<br \/>\r\nAccepted: 25 March 2024<br \/>\r\nPublished online: 1 October, TAPS 2024, 9(4), 40-49<br \/>\r\n<a href=\"https:\/\/doi.org\/10.29060\/TAPS.2024-9-4\/SC3254\">https:\/\/doi.org\/10.29060\/TAPS.2024-9-4\/SC3254<\/a><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"ES\">Vivien Lee<sup>1<\/sup>, Jeffrey Jiang<sup>1<\/sup>, Anna Sz\u00fccs<sup>1<\/sup>, V Vien Lee<sup>1<\/sup>, Low Si Hui<sup>2<\/sup>, Faith Teo<sup>1<\/sup>, Jose M Valderas<sup>1<\/sup> &amp; Victor Loh<sup>1<\/sup><\/span><span lang=\"ES\"><\/span><\/p>\r\n<p style=\"text-align: justify;\"><i><sup><span lang=\"EN-US\">1<\/span><\/sup><\/i><i><span lang=\"EN-US\">Division of Family Medicine, Yong Loo Lin School of Medicine, National University of Singapore, Singapore; <sup>2<\/sup>National University Polyclinics, Singapore <\/span><\/i><\/p>\r\n<p style=\"text-align: center;\"><b><span lang=\"EN-GB\">Abstract <\/span><\/b><\/p>\r\n<p style=\"text-align: justify;\"><b><span lang=\"EN-US\">Introduction: <\/span><\/b><span lang=\"EN-US\">Globally, persons with disabilities (PWD) face structural and social barriers to inclusive healthcare. Medical schools, as crucibles of medical professional identity formation<i>,<\/i> <\/span><span lang=\"EN-US\">have the responsibility to foster person-centredness toward all patients, including PWD, among her graduates. We co-designed with PWD a \u201cCommunications with Persons with Disabilities\u201d workshop and evaluated its impact. <b><\/b><\/span><\/p>\r\n<p style=\"text-align: justify;\"><b><span lang=\"EN-US\">Methods: <\/span><\/b><span lang=\"EN-US\">The workshop enlisted PWD as patient educators, occurred within the third-year undergraduate Family Medicine posting, and was designed to positively impact communications skills and attitudes toward PWD. Students (n=135) were surveyed pre- and post- workshop following a mixed-methods approach (demographic data, <i>Attitude Towards Disabled Persons<\/i> (ATDP)-O scale, feedback questions, and post-workshop free reflections). Descriptive analysis was used for demographic and feedback questions, and thematic analysis for reflections. Paired t-test was used to evaluate change in ATDP-O scores. <b><\/b><\/span><\/p>\r\n<p style=\"text-align: justify;\"><b><span lang=\"EN-US\">Results: <\/span><\/b><span lang=\"EN-US\">There were 69 survey respondents (5<\/span><span lang=\"EN-US\">1.11<\/span><span lang=\"EN-US\">%).<\/span><span lang=\"EN-US\"> Most <\/span><span lang=\"EN-US\">students<\/span><span lang=\"EN-US\"> agreed that communications training with PWD could be strengthened in medical school, and that the workshop was relevant to their future medical career<\/span><span lang=\"EN-US\"> (n=68, 98.55%).<\/span><span lang=\"EN-US\"> Attitudes towards PWD significantly improved after the workshop (ATDP-O change: +9.29 points<\/span><span lang=\"EN-US\"> (12.7%)<\/span><span lang=\"EN-US\">, p &lt;0.001).<\/span><span lang=\"EN-US\"> <\/span><span lang=\"EN-US\">Student reflections included <i>attitudes, <\/i>such as the importance of seeing the person beyond the disability, and a <i>call for action<\/i> towards inclusivity and accessibility of care for PWD.<\/span><b><span lang=\"EN-US\"><\/span><\/b><\/p>\r\n<p style=\"text-align: justify;\"><b><span lang=\"EN-US\">Conclusion: <\/span><\/b><span lang=\"EN-US\">Students\u2019 attitudes were positively affected by involving PWD in the curriculum. Further research is needed for assessing the impact of how a longitudinal PWD curriculum could affect medical trainees and improve social inclusiveness in healthcare practice.<b><\/b><\/span><\/p>\r\n<p style=\"text-align: justify;\"><b><span lang=\"EN-GB\">Keywords<\/span><\/b><b><span lang=\"EN-GB\">:<\/span><\/b><span lang=\"EN-GB\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span><i><span lang=\"EN-US\">Medical Education, Communication, Persons with Disabilities, Disability, Social Inclusiveness, Student Attitudes, Person Centred Care, Active Learning<\/span><\/i><span lang=\"EN-US\"> <\/span><b><span lang=\"EN-GB\"><\/span><\/b><\/p>\r\n<p style=\"text-align: center;\"><span lang=\"EN-GB\"><\/span><strong><span lang=\"EN-GB\">I. INTRODUCTION<\/span><\/strong><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Globally, persons with disabilities (PWD) face structural and social barriers to inclusive healthcare. <\/span><span lang=\"EN-US\">In Singapore, few are comfortable with direct personal interaction with PWD <\/span><span lang=\"EN-US\">(National Council of Social Service Singapore, 2019)<\/span><span lang=\"EN-US\">.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">With respect to medical education, different disability curriculum from didactic lectures to longitudinal patient experiences have been described <\/span><span lang=\"EN-US\">(Ali et al., 2023)<\/span><span lang=\"EN-US\">. Overall evidence suggests that more frequent and positive contact with PWD increased positive attitudes (<\/span><span lang=\"EN-US\">Ali et al., 2023; National Council of Social Service Singapore, 2019)<\/span><span lang=\"EN-US\">.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Medical schools, as crucibles of medical professional identity formation<i>,<\/i> <\/span><span lang=\"EN-US\">have the responsibility to foster person-centredness toward all patients, including PWD, among her graduates. In July 2022, the National University of Singapore\u2019s Division of Family Medicine developed with PWD, piloted and assessed a four-hour experiential workshop for third-year medical students called \u201cCommunication with PWD\u201d in July 2022. <\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">The four-hour workshop was prefaced by pre-event reading materials. A plenary started on site learning, followed by fishbowl discussions where student volunteers took turns to perform a clinical consultation with PWD who enacted scripted role-plays. There was a ratio of one tutor and PWD to a group of ten to fifteen students. Each student would encounter three broad categories of disability (vision, hearing, mobility) during the fishbowl sessions. Students interacted with PWD after each role play. Reflections and debrief by tutors would close the workshop.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">This study aimed to evaluate the workshop\u2019s impact on students\u2019 attitudes towards PWD for: (Q<\/span><span lang=\"EN-US\">1<\/span><span lang=\"EN-US\">) differences in pre-workshop attitudes towards PWD between male and female medical students; (Q<\/span><span lang=\"EN-US\">2<\/span><span lang=\"EN-US\">) within-person changes in students\u2019 overall attitudes towards PWD pre-post workshop; (Q3) associations between pre-workshop attitudes towards PWD and personal experience with PWD; and (<\/span><span lang=\"EN-US\">Q<\/span><span lang=\"EN-US\">4) explor<\/span><span lang=\"EN-US\">ation of how the workshop has affected students\u2019 attitudes towards caring for PWDs.<\/span><\/p>\r\n<p style=\"text-align: center;\"><span lang=\"EN-GB\"><\/span><strong><span lang=\"EN-GB\">II. METHODS<\/span><\/strong><\/p>\r\n<p><i><span lang=\"EN-US\"><\/span><\/i><i><span lang=\"EN-US\">A. Study Design <\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">This study had a mixed methods design including a pre- and post-intervention survey (quantitative), and reflections (qualitative). Students attending the 3<sup>rd<\/sup> and 4<sup>th<\/sup> Family Medicine Rotation (January to March 2023) of Academic Year 2022\/23 were invited to participate in the study. The questionnaire was administered in person. Students completed the questionnaires independently. A waiver of consent was applied for reflections.\u00a0 <\/span><\/p>\r\n<p><i><span lang=\"EN-US\"><\/span><\/i><i><span lang=\"FR-CH\">B. Survey<\/span><\/i><i><span lang=\"EN-US\"><\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">The pre-workshop questionnaire comprised demographic information and the 20-item <i>Attitude Towards Disabled Persons<\/i> (ATDP)-O scale <\/span><span lang=\"EN-US\">(Yuker et al., 1960)<\/span><span lang=\"EN-US\">. The questions were scored on six-point Likert scale from \u201c<\/span><span lang=\"EN-US\">I disagree very much\u201d (-3) to \u201cI agree very much\u201d (+3). <\/span><span lang=\"EN-US\">The post-workshop questionnaire comprised the ATDP-O scale and feedback questions.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">We used the <\/span><span lang=\"EN-US\">original ATDP-O form <\/span><span lang=\"EN-US\">as it had been used in other studies on medical students <\/span><span lang=\"EN-US\">(Arabi et al., 2021)<\/span><span lang=\"EN-US\"> and was deemed reliable <\/span><span lang=\"EN-US\">(reliability coefficient .80) <\/span><span lang=\"EN-US\">and valid by prior psychometric analyses <\/span><span lang=\"EN-US\">(Yuker et al., 1960)<\/span><span lang=\"EN-US\">.\u00a0 Performance in local context was assessed through cognitive testing with five randomly selected medical students who were classmates of study participants and excluded from the study sample. <\/span><\/p>\r\n<p><i><span lang=\"EN-US\"><\/span><\/i><i><span lang=\"EN-US\">C. Reflections<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Student reflection sheets included a single open-ended statement: &#8220;Please pen a question or a reflection you\u2019d like to share from the session today&#8221;.\u00a0 Reflections were transcribed verbatim and de-identified before analysis. All reflections were used to limit selection bias. <\/span><\/p>\r\n<p><i><span lang=\"EN-US\"><\/span><\/i><i><span lang=\"FR-CH\">D. Data Analysis<\/span><\/i><i><span lang=\"EN-US\"><\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Numeric data was analysed by R software (version 4.31). Internal consistency of the scale in our study sample was measured with Cronbach\u2019s alpha. We used two samples independent unpaired t-test to evaluate Q<\/span><span lang=\"EN-US\">1<\/span><span lang=\"EN-US\"> (differences in baseline ATDP-O scores between males and females),<\/span><span lang=\"EN-US\"> <\/span><span lang=\"EN-US\">two samples paired t-test to evaluate Q<\/span><span lang=\"EN-US\">2<\/span><span lang=\"EN-US\"> (change in pre-post workshop ATDP-O scores), and two samples independent unpaired t-tests, Welch\u2019s t-tests and Spearman\u2019s correlation tests to evaluate Q3 (difference in baseline ATDP-O scores across different types\/levels of contact with PWD). In the evaluation of Q3, two samples independent unpaired t-test was used when two groups have similar sample sizes or similar variances while Welch\u2019s t-test was used when there\u2019s unequal variances or disparate sample sizes between two groups. Spearman\u2019s correlation was used to analyse associations with ordinal variables.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Student reflections were analysed thematically. Four researchers (VLE, VVL, AS, FT) reviewed the data and generated initial codes independently. Multiple discussions were conducted to explore different perspectives and increasingly develop codes. Based on codes generated, potential themes and subthemes were developed over several iterations. Final themes and subthemes were reviewed in relation to the entire dataset.<\/span><\/p>\r\n<p style=\"text-align: center;\"><span lang=\"EN-GB\"><\/span><strong><span lang=\"EN-GB\">III. RESULTS<\/span><\/strong><span lang=\"EN-GB\"><\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Of 135 students invited, 69 students consented to the study and completed both the pre- and post-workshop questionnaire. The results are <\/span><span lang=\"EN-US\">summarised (Table 1a and 1b). <\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Cognitive testing confirmed that students had no difficulties understanding questions nor suggested any edits for clarification. The internal consistency of the scale was \u03b1 = 0.72 (pre-workshop) and \u03b1 = 0.78 (post-workshop).<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">(Q<\/span><span lang=\"EN-US\">1<\/span><span lang=\"EN-US\">) Female gender had a significantly higher baseline ATDP-O scores (p = 0.028). <\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">(Q<\/span><span lang=\"EN-US\">2<\/span><span lang=\"EN-US\">) There was a significant improvement of 9.29 points (12.7%) in the ATDP-O score post workshop (p &lt;0.001).<\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">(Q3) Previous experience of training to care for PWD (p&lt;0.001) and previous experience caring for PWD (p = 0.033) had significantly lower baseline ATDP-O scores.<\/span><\/p>\r\n<p>&nbsp;<\/p>\r\n<table border=\"0\" cellspacing=\"0\" cellpadding=\"0\" align=\"left\" width=\"100%\" style=\"width: 100%;\">\r\n<tbody>\r\n<tr>\r\n<td width=\"189\" valign=\"top\">\r\n<div>\r\n<p><b><span lang=\"EN-US\">Results <\/span><\/b><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"114\" valign=\"top\">\r\n<p align=\"center\"><b><span lang=\"EN-US\">Number (%)<\/span><\/b><\/p>\r\n<\/td>\r\n<td width=\"187\" colspan=\"3\" valign=\"top\">\r\n<div>\r\n<p align=\"center\"><b><span lang=\"EN-US\">ATDP-O baseline score <\/span><\/b><\/p>\r\n<p align=\"center\"><b><span lang=\"EN-US\">Mean (<i>SD<\/i>)<\/span><\/b><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"159\" valign=\"top\">\r\n<div>\r\n<p align=\"center\"><b><span lang=\"EN-US\">Statistics<\/span><\/b><\/p>\r\n<\/div>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"189\" valign=\"top\">\r\n<div>\r\n<p><b><span lang=\"EN-US\">Overall<\/span><\/b><span lang=\"EN-US\"><\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"114\" valign=\"top\">\r\n<div>\r\n<p align=\"center\"><b><span lang=\"EN-US\">N=69<\/span><\/b><span lang=\"EN-US\"><\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"187\" colspan=\"3\" valign=\"top\">\r\n<div>\r\n<p align=\"center\"><span lang=\"EN-US\">72.71 (10.46)<\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"159\" valign=\"top\">\r\n<div>\r\n<p align=\"center\"><span lang=\"EN-US\">\u00a0<\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"490\" colspan=\"5\" valign=\"top\">\r\n<p><b><span lang=\"EN-US\">By age<\/span><\/b><i><span lang=\"EN-US\"> (Mean<\/span><\/i><span lang=\"EN-US\"> = 21.59, <i>SD<\/i> = 0.96)<\/span><\/p>\r\n<\/td>\r\n<td width=\"159\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Pearson\u2019s <i>r<\/i>(67) = &#8211; 0.02, <i>p<\/i> = .857<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"649\" colspan=\"6\" valign=\"top\">\r\n<p><b><span lang=\"EN-US\">By gender<\/span><\/b><span lang=\"EN-US\"><\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"189\" valign=\"top\">\r\n<div>\r\n<p><span lang=\"EN-US\">Female <\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"114\" valign=\"top\">\r\n<div>\r\n<p align=\"center\"><span lang=\"EN-US\">37 (53.62%)<\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"187\" colspan=\"3\" valign=\"top\">\r\n<div>\r\n<p align=\"center\"><span lang=\"EN-US\">75.32 (8.61)<\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"159\" rowspan=\"2\" valign=\"top\">\r\n<p><i><span lang=\"EN-US\">t<\/span><\/i><span lang=\"EN-US\">(67)\u00a0 = 2.30, <i>p<\/i> = .025<\/span><span lang=\"EN-US\">*<\/span><\/p>\r\n<p><span lang=\"EN-US\">\u00a0<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"189\" valign=\"top\">\r\n<div>\r\n<p><span lang=\"EN-US\">Male <\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"114\" valign=\"top\">\r\n<div>\r\n<p align=\"center\"><span lang=\"EN-US\">32 (46.38%)<\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"187\" colspan=\"3\" valign=\"top\">\r\n<div>\r\n<p align=\"center\"><span lang=\"EN-US\">69.69 (11.69)<\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"649\" colspan=\"6\" valign=\"top\">\r\n<p><b><span lang=\"EN-US\">By ethnicity<\/span><\/b><span lang=\"EN-US\"><\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"189\" valign=\"top\">\r\n<div>\r\n<p><span lang=\"EN-US\">Chinese <\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"114\" valign=\"top\">\r\n<div>\r\n<p align=\"center\"><span lang=\"EN-US\">56 (81.16%)<\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"187\" colspan=\"3\" valign=\"top\">\r\n<div>\r\n<p align=\"center\"><span lang=\"EN-US\">73.18 (10.20)<\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"159\" rowspan=\"3\" valign=\"top\">\r\n<p><i><span lang=\"EN-US\">F<\/span><\/i><span lang=\"EN-US\">(2, 66) = 1.64, <i>p<\/i> = .201<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"189\" valign=\"top\">\r\n<div>\r\n<p><span lang=\"EN-US\">Indian <\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"114\" valign=\"top\">\r\n<div>\r\n<p align=\"center\"><span lang=\"EN-US\">12 (17.39%)<\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"187\" colspan=\"3\" valign=\"top\">\r\n<div>\r\n<p align=\"center\"><span lang=\"EN-US\">69.33 (11.18)<\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"189\" valign=\"top\">\r\n<div>\r\n<p><span lang=\"EN-US\">Others <\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"114\" valign=\"top\">\r\n<div>\r\n<p align=\"center\"><span lang=\"EN-US\">1 (1.45%)<\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"187\" colspan=\"3\" valign=\"top\">\r\n<div>\r\n<p align=\"center\"><span lang=\"EN-US\">87.00 (.)<\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"649\" colspan=\"6\" valign=\"top\">\r\n<p><b><span lang=\"EN-US\">Self-reported disability<\/span><\/b><span lang=\"EN-US\"><\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"189\" valign=\"top\">\r\n<div>\r\n<p><span lang=\"EN-US\">No <\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"114\" valign=\"top\">\r\n<div>\r\n<p align=\"center\"><span lang=\"EN-US\">66 (95.65%)<\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"187\" colspan=\"3\" valign=\"top\">\r\n<div>\r\n<p align=\"center\"><span lang=\"EN-US\">72.74 (10.59)<\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"159\" rowspan=\"2\" valign=\"top\">\r\n<p><i><span lang=\"EN-US\">t<\/span><\/i><span lang=\"EN-US\">(2) = 0.14, <i>p<\/i> = .900<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"189\" valign=\"top\">\r\n<div>\r\n<p><span lang=\"EN-US\">Yes<\/span><span lang=\"EN-US\"> <\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"114\" valign=\"top\">\r\n<div>\r\n<p align=\"center\"><span lang=\"EN-US\">3 (4.35%)<\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"187\" colspan=\"3\" valign=\"top\">\r\n<div>\r\n<p align=\"center\"><span lang=\"EN-US\">72.00 (8.89)<\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"649\" colspan=\"6\" valign=\"top\">\r\n<p><b><span lang=\"EN-US\">Self-reported training to care for PWD<\/span><\/b><span lang=\"EN-US\"><\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"189\" valign=\"top\">\r\n<div>\r\n<p><span lang=\"EN-US\">No <\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"114\" valign=\"top\">\r\n<div>\r\n<p align=\"center\"><span lang=\"EN-US\">67 (97.10%)<\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"187\" colspan=\"3\" valign=\"top\">\r\n<div>\r\n<p align=\"center\"><span lang=\"EN-US\">73.06 (10.42)<\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"159\" rowspan=\"2\" valign=\"top\">\r\n<p><i><span lang=\"EN-US\">t<\/span><\/i><span lang=\"EN-US\">(7) = 7.45, <i>p<\/i> &lt; .001<\/span><span lang=\"EN-US\">*<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"189\" valign=\"top\">\r\n<div>\r\n<p><span lang=\"EN-US\">Yes <\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"114\" valign=\"top\">\r\n<div>\r\n<p align=\"center\"><span lang=\"EN-US\">3 (4.35%)<\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"187\" colspan=\"3\" valign=\"top\">\r\n<div>\r\n<p align=\"center\"><span lang=\"EN-US\">61.00 (1.41)<\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"649\" colspan=\"6\" valign=\"top\">\r\n<p><b><span lang=\"EN-US\">Self-reported frequency of care for PWD<\/span><\/b><\/p>\r\n<div>\r\n<p><span lang=\"EN-US\">(ranked variable ranging from never = 1 to often = 4)<\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"189\" valign=\"top\">\r\n<div>\r\n<p><span lang=\"EN-US\">Never <b><\/b><\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"114\" valign=\"top\">\r\n<div>\r\n<p align=\"center\"><span lang=\"EN-US\">34 (49.28%)<\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"187\" colspan=\"3\" valign=\"top\">\r\n<div>\r\n<p align=\"center\"><span lang=\"EN-US\">75.7 (9.5)<\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"159\" rowspan=\"4\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Spearman\u2019s rho(67) = &#8211; 0.26, <i>p<\/i> = .033<\/span><span lang=\"EN-US\">*<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"189\" valign=\"top\">\r\n<div>\r\n<p><span lang=\"EN-US\">Rarely <\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"114\" valign=\"top\">\r\n<div>\r\n<p align=\"center\"><span lang=\"EN-US\">22 (31.88%)<\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"187\" colspan=\"3\" valign=\"top\">\r\n<div>\r\n<p align=\"center\"><span lang=\"EN-US\">69.8 (11.8)<\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"189\" valign=\"top\">\r\n<div>\r\n<p><span lang=\"EN-US\">Sometimes <\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"114\" valign=\"top\">\r\n<div>\r\n<p align=\"center\"><span lang=\"EN-US\">12 (17.39%)<\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"187\" colspan=\"3\" valign=\"top\">\r\n<div>\r\n<p align=\"center\"><span lang=\"EN-US\">69.5 (9)<\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"189\" valign=\"top\">\r\n<div>\r\n<p><span lang=\"EN-US\">Often <\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"114\" valign=\"top\">\r\n<div>\r\n<p align=\"center\"><span lang=\"EN-US\">1 (<\/span><span lang=\"EN-US\">1.45%)<\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"187\" colspan=\"3\" valign=\"top\">\r\n<div>\r\n<p align=\"center\"><span lang=\"EN-US\">75 (.)<\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"649\" colspan=\"6\" valign=\"top\">\r\n<p><b><span lang=\"EN-US\">Self-reported knowledge of PWD who is important to them <\/span><\/b><span lang=\"EN-US\"><\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"189\" valign=\"top\">\r\n<div>\r\n<p><span lang=\"EN-US\">No <\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"114\" valign=\"top\">\r\n<div>\r\n<p><span lang=\"EN-US\">53 (76.81%)<\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"187\" colspan=\"3\" valign=\"top\">\r\n<div>\r\n<p align=\"center\"><span lang=\"EN-US\">73.57 (10.95)<\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"159\" rowspan=\"2\" valign=\"top\">\r\n<p><i><span lang=\"EN-US\">t<\/span><\/i><span lang=\"EN-US\">(67) = 1.24, <i>p<\/i> = .219<\/span><\/p>\r\n<p><span lang=\"EN-US\">\u00a0<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"189\" valign=\"top\">\r\n<div>\r\n<p><span lang=\"EN-US\">Yes <\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"114\" valign=\"top\">\r\n<div>\r\n<p align=\"center\"><span lang=\"EN-US\">16 (23.19%)<\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"187\" colspan=\"3\" valign=\"top\">\r\n<div>\r\n<p align=\"center\"><span lang=\"EN-US\">69.88 (8.34)<\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"649\" colspan=\"6\" valign=\"top\">\r\n<p><b><span lang=\"EN-US\">Self-rated likelihood of pursuing career in Family Medicine<\/span><\/b><\/p>\r\n<div>\r\n<p><span lang=\"EN-US\">(ranked variable ranging from very unlikely = 1 to very likely = 5)<\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"189\" valign=\"top\">\r\n<div>\r\n<p><span lang=\"EN-US\">Very likely <b><\/b><\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"114\" valign=\"top\">\r\n<div>\r\n<p align=\"center\"><span lang=\"EN-US\">9 (13.04%)<\/span><b><span lang=\"EN-US\"><\/span><\/b><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"187\" colspan=\"3\" valign=\"top\">\r\n<div>\r\n<p align=\"center\"><span lang=\"EN-US\">72.1 (10)<\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"159\" rowspan=\"5\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Spearman\u2019s rho(67) = 0.03 , <i>p<\/i> = .803<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"189\" valign=\"top\">\r\n<div>\r\n<p><span lang=\"EN-US\">Likely <\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"114\" valign=\"top\">\r\n<div>\r\n<p align=\"center\"><span lang=\"EN-US\">18 (26.09%)<\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"187\" colspan=\"3\" valign=\"top\">\r\n<div>\r\n<p align=\"center\"><span lang=\"EN-US\">73.2 (11.5)<\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"189\" valign=\"top\">\r\n<div>\r\n<p><span lang=\"EN-US\">Undecided<\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"114\" valign=\"top\">\r\n<div>\r\n<p align=\"center\"><span lang=\"EN-US\">37 (53.62%)<\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"187\" colspan=\"3\" valign=\"top\">\r\n<div>\r\n<p align=\"center\"><span lang=\"EN-US\">73.5 (10.3)<\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"189\" valign=\"top\">\r\n<div>\r\n<p><span lang=\"EN-US\">Unlikely<\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"114\" valign=\"top\">\r\n<div>\r\n<p align=\"center\"><span lang=\"EN-US\">4 (5.80%)<\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"187\" colspan=\"3\" valign=\"top\">\r\n<div>\r\n<p align=\"center\"><span lang=\"EN-US\">63.5 (8.9)<\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"189\" valign=\"top\">\r\n<div>\r\n<p><span lang=\"EN-US\">Very unlikely<\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"114\" valign=\"top\">\r\n<div>\r\n<p align=\"center\"><span lang=\"EN-US\">1 (1.45%)<\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"187\" colspan=\"3\" valign=\"top\">\r\n<div>\r\n<p align=\"center\"><span lang=\"EN-US\">78 (.)<\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"649\" colspan=\"6\" valign=\"top\">\r\n<p><b><span lang=\"EN-US\">Do you feel your education about persons with disabilities in medical school has been adequate so far?\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span><\/b><b><span lang=\"EN-US\"><\/span><\/b><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"189\" valign=\"top\">\r\n<div>\r\n<p><span lang=\"EN-US\">Agree<\/span><b><span lang=\"EN-US\"><\/span><\/b><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"116\" colspan=\"2\" valign=\"top\">\r\n<div>\r\n<p><span lang=\"EN-US\">\u00a0 1 (1.45%)\u00a0 <\/span><b><span lang=\"EN-US\"><\/span><\/b><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"185\" colspan=\"2\" valign=\"top\">\r\n<div>\r\n<p align=\"center\"><b><span lang=\"EN-US\">&#8211;<\/span><\/b><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"159\" valign=\"top\">\r\n<p align=\"center\"><span lang=\"EN-US\">&#8211;<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"189\" valign=\"top\">\r\n<div>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Neither disagree nor agree<\/span><b><span lang=\"EN-US\"><\/span><\/b><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"116\" colspan=\"2\" valign=\"top\">\r\n<div>\r\n<p><span lang=\"EN-US\">\u00a019 (27.54%) <\/span><b><span lang=\"EN-US\"><\/span><\/b><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"185\" colspan=\"2\" valign=\"top\">\r\n<div>\r\n<p align=\"center\"><b><span lang=\"EN-US\">&#8211;<\/span><\/b><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"159\" valign=\"top\">\r\n<p align=\"center\"><span lang=\"EN-US\">&#8211;<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"189\" valign=\"top\">\r\n<div>\r\n<p><span lang=\"EN-US\">Disagree<\/span><b><span lang=\"EN-US\"><\/span><\/b><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"116\" colspan=\"2\" valign=\"top\">\r\n<div>\r\n<p><span lang=\"EN-US\">\u00a042 (60.87%) <\/span><b><span lang=\"EN-US\"><\/span><\/b><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"185\" colspan=\"2\" valign=\"top\">\r\n<div>\r\n<p align=\"center\"><b><span lang=\"EN-US\">&#8211;<\/span><\/b><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"159\" valign=\"top\">\r\n<p align=\"center\"><span lang=\"EN-US\">&#8211;<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"189\" valign=\"top\">\r\n<div>\r\n<p><span lang=\"EN-US\">Strongly disagree<\/span><b><span lang=\"EN-US\"><\/span><\/b><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"116\" colspan=\"2\" valign=\"top\">\r\n<div>\r\n<p><span lang=\"EN-US\">\u00a07 (10.14%)\u00a0 <\/span><b><span lang=\"EN-US\"><\/span><\/b><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"185\" colspan=\"2\" valign=\"top\">\r\n<div>\r\n<p align=\"center\"><b><span lang=\"EN-US\">&#8211;<\/span><\/b><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"159\" valign=\"top\">\r\n<p align=\"center\"><span lang=\"EN-US\">&#8211;<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"649\" colspan=\"6\" valign=\"top\">\r\n<p><b><span lang=\"EN-US\">Would you find it important to include education and training on persons with disabilities?\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span><\/b><b><span lang=\"EN-US\"><\/span><\/b><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"189\" valign=\"top\">\r\n<div>\r\n<p><span lang=\"EN-US\">Strongly agree<\/span><b><span lang=\"EN-US\"><\/span><\/b><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"118\" colspan=\"3\" valign=\"top\">\r\n<div>\r\n<p><span lang=\"EN-US\">\u00a023 (33.33%) <\/span><b><span lang=\"EN-US\"><\/span><\/b><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"183\" valign=\"top\">\r\n<div>\r\n<p align=\"center\"><b><span lang=\"EN-US\">&#8211;<\/span><\/b><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"159\" valign=\"top\">\r\n<p align=\"center\"><span lang=\"EN-US\">&#8211;<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"189\" valign=\"top\">\r\n<div>\r\n<p><span lang=\"EN-US\">Agree<\/span><b><span lang=\"EN-US\"><\/span><\/b><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"118\" colspan=\"3\" valign=\"top\">\r\n<div>\r\n<p><span lang=\"EN-US\">\u00a039 (56.52%) <\/span><b><span lang=\"EN-US\"><\/span><\/b><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"183\" valign=\"top\">\r\n<div>\r\n<p align=\"center\"><b><span lang=\"EN-US\">&#8211;<\/span><\/b><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"159\" valign=\"top\">\r\n<p align=\"center\"><span lang=\"EN-US\">&#8211;<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"189\" valign=\"top\">\r\n<div>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Neither disagree nor agree<\/span><b><span lang=\"EN-US\"><\/span><\/b><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"118\" colspan=\"3\" valign=\"top\">\r\n<div>\r\n<p><span lang=\"EN-US\">\u00a0 5 (7.25%)\u00a0 <\/span><b><span lang=\"EN-US\"><\/span><\/b><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"183\" valign=\"top\">\r\n<div>\r\n<p align=\"center\"><b><span lang=\"EN-US\">&#8211;<\/span><\/b><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"159\" valign=\"top\">\r\n<p align=\"center\"><span lang=\"EN-US\">&#8211;<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"189\" valign=\"top\">\r\n<div>\r\n<p><span lang=\"EN-US\">Disagree<\/span><b><span lang=\"EN-US\"><\/span><\/b><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"118\" colspan=\"3\" valign=\"top\">\r\n<div>\r\n<p><span lang=\"EN-US\">\u00a0 1 (1.45%)\u00a0 <\/span><b><span lang=\"EN-US\"><\/span><\/b><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"183\" valign=\"top\">\r\n<div>\r\n<p align=\"center\"><b><span lang=\"EN-US\">&#8211;<\/span><\/b><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"159\" valign=\"top\">\r\n<p align=\"center\"><span lang=\"EN-US\">&#8211;<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"189\" valign=\"top\">\r\n<div>\r\n<p><span lang=\"EN-US\">Strongly disagree<\/span><b><span lang=\"EN-US\"><\/span><\/b><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"118\" colspan=\"3\" valign=\"top\">\r\n<div>\r\n<p><span lang=\"EN-US\">\u00a0 1 (1.45%)\u00a0 <\/span><b><span lang=\"EN-US\"><\/span><\/b><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"183\" valign=\"top\">\r\n<div>\r\n<p align=\"center\"><b><span lang=\"EN-US\">&#8211;<\/span><\/b><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"159\" valign=\"top\">\r\n<p align=\"center\"><span lang=\"EN-US\">&#8211;<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"649\" colspan=\"6\" valign=\"top\">\r\n<p><b><span lang=\"EN-US\">Do you feel that the education provided during the Communications with Persons with Disabilities workshop was relevant to your future career as doctors?<\/span><\/b><b><span lang=\"EN-US\"><\/span><\/b><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"189\" valign=\"top\">\r\n<div>\r\n<p><span lang=\"EN-US\">Strongly agree<\/span><b><span lang=\"EN-US\"><\/span><\/b><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"118\" colspan=\"3\" valign=\"top\">\r\n<div>\r\n<p><span lang=\"EN-US\">\u00a045 (65.22%) <\/span><b><span lang=\"EN-US\"><\/span><\/b><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"183\" valign=\"top\">\r\n<div>\r\n<p align=\"center\"><b><span lang=\"EN-US\">&#8211;<\/span><\/b><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"159\" valign=\"top\">\r\n<p align=\"center\"><span lang=\"EN-US\">&#8211;<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"189\" valign=\"top\">\r\n<div>\r\n<p><span lang=\"EN-US\">Agree<\/span><b><span lang=\"EN-US\"><\/span><\/b><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"118\" colspan=\"3\" valign=\"top\">\r\n<div>\r\n<p><span lang=\"EN-US\">\u00a023 (33.33%) <\/span><b><span lang=\"EN-US\"><\/span><\/b><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"183\" valign=\"top\">\r\n<div>\r\n<p align=\"center\"><b><span lang=\"EN-US\">&#8211;<\/span><\/b><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"159\" valign=\"top\">\r\n<p align=\"center\"><span lang=\"EN-US\">&#8211;<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<p><b><\/b><\/p>\r\n<p style=\"text-align: center;\"><span lang=\"EN-US\">Table 1a. Baseline ATDP-O scores and curriculum feedback<\/span><\/p>\r\n<p>&nbsp;<\/p>\r\n<table border=\"0\" cellspacing=\"0\" cellpadding=\"0\" align=\"left\" width=\"100%\" class=\" aligncenter\" style=\"width: 100%;\">\r\n<tbody>\r\n<tr>\r\n<td width=\"302\" valign=\"top\">\r\n<p><b><span lang=\"EN-US\">Results <\/span><\/b><span lang=\"EN-US\"><\/span><\/p>\r\n<\/td>\r\n<td width=\"187\" valign=\"top\">\r\n<p align=\"center\"><b><span lang=\"EN-US\">ATDP-O score<\/span><\/b><span lang=\"EN-US\"><\/span><\/p>\r\n<p align=\"center\"><b><span lang=\"EN-US\">Mean (<i>SD<\/i>)<\/span><\/b><span lang=\"EN-US\"><\/span><\/p>\r\n<\/td>\r\n<td width=\"159\" valign=\"top\">\r\n<p align=\"center\"><b><span lang=\"EN-US\">Pre-Post workshop comparison statistics<\/span><\/b><span lang=\"EN-US\"><\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"649\" colspan=\"3\" valign=\"top\">\r\n<p align=\"center\"><b><span lang=\"EN-US\">Descriptive statistics<\/span><\/b><span lang=\"EN-US\"><\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"302\" valign=\"top\">\r\n<p><b><span lang=\"EN-US\">Pre-workshop ATDP-O score<\/span><\/b><span lang=\"EN-US\"><\/span><\/p>\r\n<\/td>\r\n<td width=\"187\" valign=\"top\">\r\n<p align=\"center\"><span lang=\"EN-US\">72.71 (10.46)<\/span><\/p>\r\n<\/td>\r\n<td width=\"159\" rowspan=\"2\" valign=\"top\">\r\n<p><i><span lang=\"EN-US\">t<\/span><\/i><span lang=\"EN-US\">(68)\u00a0 = 8.69, <i>p <\/i>&lt; .001<\/span><span lang=\"EN-US\">*<\/span><\/p>\r\n<p><span lang=\"EN-US\">\u00a0<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"302\" valign=\"top\">\r\n<p><b><span lang=\"EN-US\">Post-workshop ATDP-O<sup> <\/sup>score<\/span><\/b><span lang=\"EN-US\"><\/span><\/p>\r\n<\/td>\r\n<td width=\"187\" valign=\"top\">\r\n<p align=\"center\"><span lang=\"EN-US\">82.00 (11.46)<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"649\" colspan=\"3\" valign=\"top\">\r\n<p align=\"center\"><b><span lang=\"EN-US\">Difference in ATDP-O scores<\/span><\/b><span lang=\"EN-US\"><\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"302\" valign=\"top\">\r\n<p><b><span lang=\"EN-US\">Overall sample<\/span><\/b><span lang=\"EN-US\"><\/span><\/p>\r\n<\/td>\r\n<td width=\"187\" valign=\"top\">\r\n<p align=\"center\"><span lang=\"EN-US\">9.29 (8.88)<\/span><\/p>\r\n<\/td>\r\n<td width=\"159\" valign=\"top\">\r\n<p><i><span lang=\"EN-US\">t<\/span><\/i><span lang=\"EN-US\">(68)\u00a0 = 8.69, <i>p<\/i> &lt; .001<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"490\" colspan=\"2\" valign=\"top\">\r\n<p><b><span lang=\"EN-US\">By age <\/span><\/b><i><span lang=\"EN-US\">(Mean<\/span><\/i><span lang=\"EN-US\"> = 21.59, <i>SD<\/i> = 0.96)<\/span><\/p>\r\n<\/td>\r\n<td width=\"159\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Pearson\u2019s <i>r<\/i>(67) = &#8211; 0.06, <i>p<\/i> = .643<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"649\" colspan=\"3\" valign=\"top\">\r\n<p><b><span lang=\"EN-US\">By gender<\/span><\/b><span lang=\"EN-US\"><\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"302\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Female<\/span><\/p>\r\n<\/td>\r\n<td width=\"187\" valign=\"top\">\r\n<p align=\"center\"><span lang=\"EN-US\">8.62 (9.33)<\/span><\/p>\r\n<\/td>\r\n<td width=\"159\" rowspan=\"2\" valign=\"top\">\r\n<p><i><span lang=\"EN-US\">t<\/span><\/i><span lang=\"EN-US\">(67) = &#8211; 0.67, <i>p<\/i> = .505<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"302\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Male<\/span><\/p>\r\n<\/td>\r\n<td width=\"187\" valign=\"top\">\r\n<p align=\"center\"><span lang=\"EN-US\">10.06 (8.41)<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"649\" colspan=\"3\" valign=\"top\">\r\n<p><b><span lang=\"EN-US\">By ethnicity<\/span><\/b><span lang=\"EN-US\"><\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"302\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Chinese<\/span><\/p>\r\n<\/td>\r\n<td width=\"187\" valign=\"top\">\r\n<p align=\"center\"><span lang=\"EN-US\">9.02 (9.45)<\/span><\/p>\r\n<\/td>\r\n<td width=\"159\" rowspan=\"3\" valign=\"top\">\r\n<p><i><span lang=\"EN-US\">F<\/span><\/i><span lang=\"EN-US\">(2, 66) = 0.15, <i>p<\/i> = .859<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"302\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Indian<\/span><\/p>\r\n<\/td>\r\n<td width=\"187\" valign=\"top\">\r\n<p align=\"center\"><span lang=\"EN-US\">10.33 (6.21)<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"302\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Others <\/span><\/p>\r\n<\/td>\r\n<td width=\"187\" valign=\"top\">\r\n<p align=\"center\"><span lang=\"EN-US\">12.00 (.)<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"649\" colspan=\"3\" valign=\"top\">\r\n<p><b><span lang=\"EN-US\">Self-reported disability<\/span><\/b><span lang=\"EN-US\"><\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"302\" valign=\"top\">\r\n<p><span lang=\"EN-US\">No<\/span><\/p>\r\n<\/td>\r\n<td width=\"187\" valign=\"top\">\r\n<p align=\"center\"><span lang=\"EN-US\">9.50 (8.06)<\/span><\/p>\r\n<\/td>\r\n<td width=\"159\" rowspan=\"2\" valign=\"top\">\r\n<p><i><span lang=\"EN-US\">t<\/span><\/i><span lang=\"EN-US\">(2) = 0.36, <i>p<\/i> = .752<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"302\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Yes<\/span><span lang=\"EN-US\"> <\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<\/td>\r\n<td width=\"187\" valign=\"top\">\r\n<p align=\"center\"><span lang=\"EN-US\">4.67 (23.12)<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"649\" colspan=\"3\" valign=\"top\">\r\n<p><b><span lang=\"EN-US\">Self-reported training to care for PWD<\/span><\/b><span lang=\"EN-US\"><\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"302\" valign=\"top\">\r\n<p><span lang=\"EN-US\">No<\/span><\/p>\r\n<\/td>\r\n<td width=\"187\" valign=\"top\">\r\n<p align=\"center\"><span lang=\"EN-US\">9.09 (8.92)<\/span><\/p>\r\n<\/td>\r\n<td width=\"159\" rowspan=\"2\" valign=\"top\">\r\n<p><i><span lang=\"EN-US\">t<\/span><\/i><span lang=\"EN-US\">(1) = &#8211; 2.17, <i>p<\/i> = .230<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"302\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Yes<\/span><\/p>\r\n<\/td>\r\n<td width=\"187\" valign=\"top\">\r\n<p align=\"center\"><span lang=\"EN-US\">16.00 (4.24)<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"649\" colspan=\"3\" valign=\"top\">\r\n<p><b><span lang=\"EN-US\">Self-reported frequency of care for PWD<\/span><\/b><\/p>\r\n<p><span lang=\"EN-US\">(ranked variable ranging from never = 1 to often = 4)<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"302\" valign=\"top\">\r\n<div>\r\n<p><span lang=\"EN-US\">Never <\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"187\" valign=\"top\">\r\n<div>\r\n<p align=\"center\"><span lang=\"EN-US\">8.8 (6.1)<b><\/b><\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"159\" rowspan=\"4\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Spearman\u2019s rho(67) = 0.05, <i>p<\/i> = .678<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"302\" valign=\"top\">\r\n<div>\r\n<p><span lang=\"EN-US\">Rarely <\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"187\" valign=\"top\">\r\n<div>\r\n<p align=\"center\"><span lang=\"EN-US\">11.5 (9.1)<\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"302\" valign=\"top\">\r\n<div>\r\n<p><span lang=\"EN-US\">Sometimes <\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"187\" valign=\"top\">\r\n<div>\r\n<p align=\"center\"><span lang=\"EN-US\">9.4 (10.8)<\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"302\" valign=\"top\">\r\n<div>\r\n<p><span lang=\"EN-US\">Often <\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"187\" valign=\"top\">\r\n<div>\r\n<p align=\"center\"><span lang=\"EN-US\">-22 (.)<\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"649\" colspan=\"3\" valign=\"top\">\r\n<p><b><span lang=\"EN-US\">Self-reported knowledge of PWD who is important to them <\/span><\/b><span lang=\"EN-US\"><\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"302\" valign=\"top\">\r\n<p><span lang=\"EN-US\">No<\/span><\/p>\r\n<\/td>\r\n<td width=\"187\" valign=\"top\">\r\n<p align=\"center\"><span lang=\"EN-US\">10.72 (7.61)<\/span><\/p>\r\n<\/td>\r\n<td width=\"159\" rowspan=\"2\" valign=\"top\">\r\n<p><i><span lang=\"EN-US\">t<\/span><\/i><span lang=\"EN-US\">(67) = 2.52, <i>p<\/i> = .014<\/span><span lang=\"EN-US\">*<\/span><\/p>\r\n<p><span lang=\"EN-US\">\u00a0<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"302\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Yes<\/span><\/p>\r\n<\/td>\r\n<td width=\"187\" valign=\"top\">\r\n<p align=\"center\"><span lang=\"EN-US\">4.56 (11.20)<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"649\" colspan=\"3\" valign=\"top\">\r\n<p><b><span lang=\"EN-US\">Self-rated likelihood of pursuing career in Family Medicine<\/span><\/b><span lang=\"EN-US\"><\/span><\/p>\r\n<p><span lang=\"EN-US\">(ranked variable ranging from very unlikely = 1 to very likely = 5)<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"302\" valign=\"top\">\r\n<div>\r\n<p><span lang=\"EN-US\">Very likely <\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"187\" valign=\"top\">\r\n<p align=\"center\"><span lang=\"EN-US\">10.4 (9.2)<b><\/b><\/span><\/p>\r\n<\/td>\r\n<td width=\"159\" rowspan=\"5\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Spearman\u2019s rho(67) = 0.07, <i>p<\/i> = .547<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"302\" valign=\"top\">\r\n<div>\r\n<p><span lang=\"EN-US\">Likely <\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"187\" valign=\"top\">\r\n<div>\r\n<p align=\"center\"><span lang=\"EN-US\">10.9 (7.8)<\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"302\" valign=\"top\">\r\n<div>\r\n<p><span lang=\"EN-US\">Undecided <\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"187\" valign=\"top\">\r\n<div>\r\n<p align=\"center\"><span lang=\"EN-US\">7.9 (9.5)<\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"302\" valign=\"top\">\r\n<div>\r\n<p><span lang=\"EN-US\">Unlikely <\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"187\" valign=\"top\">\r\n<div>\r\n<p align=\"center\"><span lang=\"EN-US\">11.5 (9.3)<\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"302\" valign=\"top\">\r\n<div>\r\n<p><span lang=\"EN-US\">Very unlikely<\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<td width=\"187\" valign=\"top\">\r\n<div>\r\n<p align=\"center\"><span lang=\"EN-US\">11 (.)<\/span><\/p>\r\n<\/div>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<p><b><\/b><\/p>\r\n<p style=\"text-align: center;\"><span lang=\"EN-US\">Table 1b. Difference in ATDP-O scores post workshop<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Most students found the workshop a positive experience and reported feelings of thankfulness and inspiration towards patient educators. Four themes emerged from the students\u2019 post-workshop reflections, of which we highlight those related to attitudes &#8211; <i>Humanizing mindsets<\/i> towards PWD (Theme 1) and <i>Call for action<\/i> towards inclusivity and accessibility (Theme 2). The other themes were <i>Knowledge<\/i> and <i>Skills, <\/i>as students included knowledge and communication skills they acquired during the workshop (Appendix 1 and 2).<\/span><\/p>\r\n<p><i><span lang=\"EN-US\">A. Theme 1 \u2013 Humanising Mindset towards Persons with Disabilities<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Students expressed attitudes of empathy, sensitivity, and humanising care through viewing PWD as individuals beyond their disabilities. A student reflected <\/span><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-US\">\u201cBeing able to speak to members of these respective communities helped me to understand how empowered PWD can be\u2026 It is essential that [PWD] are treated as exactly that, [and] not characterised by their disabilities.\u201d<\/span><\/i><span lang=\"EN-US\"> <\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">On providing care for PWD, students noted the distinction between empathy and sympathy, and highlighted the importance of empathy instead of pity. As summed up by a student, <\/span><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-US\">\u201c<\/span><\/i><i>Not to sympathise but to empathise. Not to see them and pity them<\/i><i><span lang=\"EN-US\">\u201d <\/span><\/i><\/p>\r\n<p><i><span lang=\"EN-US\">B. Theme 2 &#8211; Call for Action towards Inclusivity and Accessibility<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Concurrent with attitudes expressed in the reflections, students discussed the need to improve inclusivity and accessibility from an individual and societal perspective. One student wrote, <\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">\u201c<i>As doctors, we need to try our best to alleviate their disease burden, and at the same time, make their journey to accessing healthcare more seamless with less barriers.<\/i>\u201d <\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Beyond self-improvement, students were aware of the need to shift their own perspectives of disability from a medical to a social model. Students also reflected the need for greater national efforts towards societal inclusivity for PWD. A student reflected, <\/span><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-US\">\u201cI think policymakers and organisations should periodically involve PWD to [better] take their needs into consideration as they have the right to integrate into our society just as much as everyone else.\u201d<\/span><\/i><span lang=\"EN-US\"> <\/span><\/p>\r\n<p style=\"text-align: center;\"><span lang=\"EN-GB\"><\/span><strong><span lang=\"EN-GB\">IV. DISCUSSION<\/span><\/strong><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Our study showed positive change in attitudes towards PWD among medical students after a workshop with improvement of 9.29 points in the ATDP-O score (Table 1b), reinforced by their post-workshop reflections. To our knowledge, this is the first study in Asia evaluating an educational intervention focusing on communications skills training with PWD. Based on student reflections, the communications workshop was effective in developing knowledge and communication skills, prompting the key attitudes of humanizing care, and a call for action towards societal inclusivity and accessibility towards PWD.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">We intentionally had PWD co-designing the workshop and playing key roles as patient educators. Student reflections support these curriculum design decisions. Our work coheres with literature that a contact-based approach with PWD would be impactful: reducing anxiety and improving empathy levels, rather than more theoretical approaches to promote attitudes towards PWD <\/span><span lang=\"EN-US\">(Arabi et al., 2021)<\/span><span lang=\"EN-US\">. <\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Our study corroborates the widely reported result that female gender positively influenced baseline attitudes towards PWD in medical students <\/span><span lang=\"EN-US\">(Satchidanand et al., 2012)<\/span><span lang=\"EN-US\">. A possible explanation is <\/span><span lang=\"EN-US\">females having a propensity to exhibit more empathetic feelings toward others. There is a greater change in attitudes in males than females after the workshop, but this change is not significant. <\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">In contrast to prior research that consistently associated increased contact with PWD with more positive attitudes <\/span><span lang=\"EN-US\">(Satchidanand et al., 2012<\/span><span lang=\"EN-US\">), we found that having previous experience with PWD influenced baseline ATDP-O scores negatively (Table 1a). Moreover, there was a significantly smaller change in ATDP-O scores if they knew a PWD who is important to them (Table 1b). A possible explanation is \u201ccaregiver fatigue\u201d due to unavailability of support to allow adequate care for PWD (Arabi et al., 2021). The type of previous experience may thus be key factors in shaping current attitudes towards PWDs.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">This study has several limitations. We cannot determine if positive change in attitudes post-workshop would translate into changes in clinical practice in the future. The survey was not compulsory for students, potentially leading to selection bias. We tried to overcome the selection bias by including all student reflections.<\/span><\/p>\r\n<p style=\"text-align: center;\"><span lang=\"EN-GB\"><\/span><strong><span lang=\"EN-GB\">V. CONCLUSION<\/span><\/strong><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">There was significant improvement in students\u2019 attitudes towards PWD post-workshop, as shown through the ADTP-O score and reflection analysis. Medical students benefit particularly from the fishbowl <\/span><span lang=\"EN-US\">discussions which allows students to interact with persons with disability, growing our future generations of healthcare professionals who humanise care. <\/span><\/p>\r\n<p align=\"center\"><strong><span lang=\"EN-GB\">Notes on Contributors<\/span><\/strong><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Author VLE conceptualised the study, developed the methodology, conducted the investigation, did the formal analysis and visualization of data, wrote the original draft, reviewed and edited the manuscript. Author JJ conceptualized the study, developed the methodology and original draft, reviewed and edited the manuscript. Author AS developed the methodology, did the formal analysis of data, reviewed and edited the manuscript. Author VVL did the formal analysis of data, wrote the original draft, reviewed and edited the manuscript. Author LSH did the formal analysis and visualization of data. Author FT did the formal analysis, reviewed and edited the manuscript. Author JMV supervised the conceptualization and methodology of the study, reviewed and edited the manuscript. VLO supervised the conceptualization of the study, developed the methodology, reviewed and edited the manuscript. All authors have read and agreed to the published version of the manuscript.<\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<p align=\"center\"><strong><span lang=\"EN-GB\">Ethical Approval<\/span><\/strong><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">The study was conducted according to the guidelines of the Declaration of Helsinki, and approved by the Institutional Review Board of the National University of Singapore on 11 November 2022 (NUS-IRB-2022-608).<\/span><\/p>\r\n<p align=\"center\"><strong><span lang=\"EN-GB\">Data Availability<\/span><\/strong><\/p>\r\n<p><span lang=\"EN-US\">Quantitative data repository can be freely accessed at: <\/span><a href=\"https:\/\/doi.org\/10.6084\/m9.figshare.24013134\"><span lang=\"EN-US\">https:\/\/doi.org\/10.6084\/m9.figshare.24013134<\/span><\/a><span lang=\"EN-US\"> \u00a0<\/span><\/p>\r\n<p>Qualitative data repository <span lang=\"EN-US\">can be freely accessed at<\/span>: <a href=\"https:\/\/doi.org\/10.6084\/m9.figshare.24051195\"><span lang=\"EN-US\">https:\/\/doi.org\/10.6084\/m9.figshare.24051195<\/span><\/a><span lang=\"EN-US\"> \u00a0<\/span><\/p>\r\n<p align=\"center\"><strong><span lang=\"EN-GB\">Funding<\/span><\/strong><\/p>\r\n<p><span lang=\"EN-US\">There was no funding for this research study. <\/span><\/p>\r\n<p align=\"center\"><strong><span lang=\"EN-GB\">Declaration of Interest<\/span><\/strong><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Authors VLE, JJ and VLO are tutors in the \u201cCommunications with Persons with Disabilities\u201d workshop. There are otherwise no other conflicts of interest. <\/span><\/p>\r\n<p align=\"center\"><strong><span lang=\"EN-GB\">References<\/span><\/strong><\/p>\r\n<p><span lang=\"EN-US\">Ali, A., Nguyen, J., Dennett, L., Goez, H., &amp; Rashid, M. (2023). A scoping review for designing a disability curriculum and its impact for medical students. <i>Canadian Medical Education Journal<\/i>, <i>14<\/i>(3), 75\u201386. <\/span><span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/10.36834\/cmej.74411\">https:\/\/doi.org\/10.36834\/cmej.74411<\/a><\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<p><span lang=\"EN-US\">Arabi, H., Adarmouch, L., &amp; Ahmed Eladip, G. (2021). The assessment of student doctors\u2019 attitude towards disabled people after teaching them a module. <i>Acta Bio-Medica: Atenei Parmensis<\/i>, <i>92<\/i>(2), e2021059. <\/span><span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/10.23750\/abm.v92i2.9547\">https:\/\/doi.org\/10.23750\/abm.v92i2.9547<\/a><\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<p><span lang=\"EN-US\">National Council of Social Service Singapore. (2019). <i>Public Attitudes Towards Persons with Disabilities 2019<\/i>. <\/span><span lang=\"EN-US\"><a href=\"https:\/\/www.ncss.gov.sg\/docs\/default-source\/ncss-publications-doc\/pdfdocument\/public-attitudes-towards-persons-with-disabilities-2019-infographics.pdf\">https:\/\/www.ncss.gov.sg\/docs\/default-source\/ncss-publications-doc\/pdfdocument\/public-attitudes-towards-persons-with-disabilities-2019-infographics.pdf<\/a><\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<p><span lang=\"EN-US\">Satchidanand, N., Gunukula, S. K., Lam, W. Y., McGuigan, D., New, I., Symons, A. B., Withiam-Leitch, M., &amp; Akl, E. A. (2012). Attitudes of healthcare students and professionals toward patients with physical disability: A systematic review. <i>American Journal of Physical Medicine &amp; Rehabilitation<\/i>, <i>91<\/i>(6), 533\u2013545. <\/span><span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/10.1097\/PHM.0b013e3182555ea4\">https:\/\/doi.org\/10.1097\/PHM.0b013e3182555ea4<\/a><\/span><span lang=\"EN-US\"><\/span><span lang=\"EN-US\">\u00a0<\/span><\/p>\r\n<p><span lang=\"EN-US\">Yuker, H. E., Block, J. R., &amp; Campbell, W. J. (1960). A scale to measure attitudes toward disabled persons. In <i>Human Resources Study Number 5<\/i>. Human Resources Foundation.<\/span><\/p>\r\n<p>*<span lang=\"EN-GB\">Vivien Lee <\/span><br \/>\r\n<span lang=\"EN-GB\">1E Kent Ridge Rd<\/span>, <br \/>\r\n<span lang=\"EN-GB\">Singapore 119228<\/span><br \/>\r\n<span lang=\"EN-GB\">Email: vivienl@nus.edu.sg<\/span><\/p>","protected":false},"featured_media":0,"parent":0,"menu_order":6,"template":"","issues_category":[17],"archive_category":[],"issue_type":[25],"volume_category":[61889],"class_list":["post-72585","issues","type-issues","status-publish","hentry","issues_category-short-communications","issue_type-past-issue","volume_category-volume-9-number-4-october-2024"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v21.3 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Persons with Disabilities (PWD) as patient educators: Effects on medical student attitudes - The Asia Pacific Scholar<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/medicine.nus.edu.sg\/taps\/issues\/persons-with-disabilities-pwd-as-patient-educators-effects-on-medical-student-attitudes\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Persons with Disabilities (PWD) as patient educators: Effects on medical student attitudes - The Asia Pacific Scholar\" \/>\n<meta property=\"og:description\" content=\"Submitted: 12 December 2023 Accepted: 25 March 2024 Published online: 1 October, TAPS 2024, 9(4), 40-49 https:\/\/doi.org\/10.29060\/TAPS.2024-9-4\/SC3254 Vivien Lee1, Jeffrey Jiang1, Anna Sz\u00fccs1, V Vien Lee1, Low Si Hui2, Faith Teo1, Jose M Valderas1 &amp; 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