What question did this study set out to answer?

To examine the design, implementation, and evaluation methods of training programs preparing healthcare professionals to care for adults with intellectual disabilities.

August 19, 2026Journal of Intellectual Disabilities

Rethinking training for healthcare professionals caring for adults with intellectual disabilities: Expanding learning dimensions and addressing assessment gaps

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Authors

ÉBÉlise Batselé LLLaurie Lucassen AMAurélie Miceli

Discussion

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Overview

Systematic review reveals design and evaluation gaps in intellectual disability training for healthcare professionals, suggesting direct interaction and standardized tools enhance outcomes.

Key Points

To examine the design, implementation, and evaluation methods of training programs preparing healthcare professionals to care for adults with intellectual disabilities.
Systematic review of 19 studies published between 2007 and 2026.
Included studies primarily utilized mixed-methods and quantitative pre-post intervention designs evaluating medical and nursing educational programs.
Assessed target learning dimensions, instructional strategies, evaluation tools, and the presence of direct contact with individuals with intellectual disabilities.
Most curricula focus on knowledge, skills, and attitudes, leaving affective response and career vocation underexplored.
A substantial mismatch exists between intended educational outcomes and evaluated variables, exacerbated by a lack of validated measurement tools.
Direct interactive contact with adults with intellectual disabilities significantly improves trainee learning outcomes and clinical perspective.

Cite This Study

Batselé et al. (2026) studied this question.

synapsesocial.com/papers/6a85637603308d306e2d69cc https://doi.org/10.1177/17446295261476498

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August 19, 2026Journal of Intellectual Disabilities

Rethinking training for healthcare professionals caring for adults with intellectual disabilities: Expanding learning dimensions and addressing assessment gaps

View Full Paper

Ask AI

Bookmark

Authors

ÉBÉlise Batselé LLLaurie Lucassen AMAurélie Miceli

Discussion

Member takes

Overview

Systematic review reveals design and evaluation gaps in intellectual disability training for healthcare professionals, suggesting direct interaction and standardized tools enhance outcomes.

Key Points

To examine the design, implementation, and evaluation methods of training programs preparing healthcare professionals to care for adults with intellectual disabilities.
Systematic review of 19 studies published between 2007 and 2026.
Included studies primarily utilized mixed-methods and quantitative pre-post intervention designs evaluating medical and nursing educational programs.
Assessed target learning dimensions, instructional strategies, evaluation tools, and the presence of direct contact with individuals with intellectual disabilities.
Most curricula focus on knowledge, skills, and attitudes, leaving affective response and career vocation underexplored.
A substantial mismatch exists between intended educational outcomes and evaluated variables, exacerbated by a lack of validated measurement tools.
Direct interactive contact with adults with intellectual disabilities significantly improves trainee learning outcomes and clinical perspective.

Cite This Study

Batselé et al. (2026) studied this question.

synapsesocial.com/papers/6a85637603308d306e2d69cc https://doi.org/10.1177/17446295261476498

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