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Undergraduate intellectual disability teaching – a medical student's experience

Iona Campbell (Medical Student, based at University of Dundee Medical School, Dundee, UK)

Advances in Mental Health and Intellectual Disabilities

ISSN: 2044-1282

Article publication date: 28 October 2014

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Abstract

Purpose

The purpose of this paper is to describe a medical student's experience of undergraduate teaching in intellectual disabilities.

Design/methodology/approach

This paper presents the reflections of a medical student on the undergraduate intellectual disability teaching. It describes experiences of a placement in this field, and how it may influence future practice.

Findings

It is apparent that exposure to intellectual disability training in the undergraduate curriculum can be limited. Much of the work in this area highlights the negative consequences of this when it comes to medical care for individuals with intellectual disabilities. This paper proposes that positive changes may be achieved, by providing medical students with more training in this area.

Originality/value

By reflecting on an individual experience through medical school, this paper highlights the positive impact that teaching on intellectual disability can have on medical students, suggesting its value in the undergraduate curriculum.

Keywords

Citation

Campbell, I. (2014), "Undergraduate intellectual disability teaching – a medical student's experience", Advances in Mental Health and Intellectual Disabilities, Vol. 8 No. 6, pp. 351-353. https://doi.org/10.1108/AMHID-04-2014-0013

Publisher

:

Emerald Group Publishing Limited

Copyright © 2014, Emerald Group Publishing Limited