800 Section - Enhancing Medical Student Compassion and Confidence in Disability-Inclusive Care: A Workshop Based Intervention

Patients with disabilities (PWD) are one of the largest minority groups in the United States, yet face persistent barriers to equitable healthcare, often worsened by providers’ lack of training, negative attitudes, and bias. Medical schools typically provide minimal instruction on disability-inclusive care, leaving medical graduates underprepared. This study evaluated an interactive workshop curriculum designed to improve medical students’ confidence, preparedness, and attitudes toward caring for PWD.

Design:

This prospective educational intervention included a four-part workshop series: (1) disability introduction lecture, (2) self-advocates patient panel, (3) mobility aids and assistive devices demonstration, and (4) history-taking practice with patients with aphasia. Medical students completed pre- and post-surveys, including the validated Medical Student Attitudes Toward Persons with Disabilities (MSATPD) scale and additional confidence questions. Paired survey responses were analyzed using t-tests, and student reflections provided qualitative insights.

Results: Twenty-two students completed pre- and post-surveys. MSATPD scores increased from 55 to 62 on average, representing a significant improvement (p < 0.001). Additionally, confidence ratings rose from 5.8 to 8.9 on a 10-point scale (p < 0.001). Both outcomes reflected large effect sizes, indicating meaningful improvements in student preparedness and self-efficacy before and after the sessions.

Conclusion: This workshop series significantly improved medical students’ attitudes and confidence in caring for PWD. Incorporating structured, disability-focused educational experiences into medical school curricula can better prepare future physicians to provide compassionate and competent care to this underserved population.