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SC13 Meeting the health needs of people with intellectual disabilities
  1. Gregoire Billon,
  2. GB Billon
  1. Maudsley Simulation, UK

Abstract

Background Patients with Learning Disabilities (LD) often present with comorbidities, have an increased risk of mental health disorders (Smiley, 2005). It is largely evidenced they receive substandard care (CIPLOD 2013, Dinsmore and Higgins, 2011). This patient group requires interprofessional, multi-disciplinary care, and professionals with specific relevant training (Dinsmore and Higgins, 2011).

Simulated patients with LD are very rarely used in healthcare education, with only a few notable exceptions (O’Boyle-Duggan et al, 2012, Thaker et al, 2007, Soni et al, 2016), despite recognition of the specific advantages to involve patients with LD in medical and other professional training (Thomas et al, 2014).

Method Maudsley Simulation and the Estia Centre have developed an interprofessional simulation training course involving simulated patients with LD, with a strong mental health focus. Actors involved in scenarios belong to a theatre company formed by people with LD. This incidentally provides an opportunity to engage in meaningful and valued social interactions alongside people with LD.

Pre and post-course quantitative measures and a post-course evaluation form with open questions were collected to assess the impact of the training on the participants.

Findings At the time of writing preliminary findings are available for the first two course pilots. Further data collection and analyses to be completed and presented at ASPiH 2016.

A multi professional group attended the simulation training.

Our questionnaire was designed to assess health care non-technical skills. The data analysis of the first pilots showed an increase of the mean rating from 7.06 (SD 1.32) to 7.83 (SD 1.32). The average rating of confidence in working with people with LD increased in from 5.375 to 7.25.

The qualitative data highlighted that both technical and non-technical learning objectives were largely met for the participants.

References

  1. Dinsmore A, Higgins L. Study of patients' experiences of treatment by hospital staff. Learn Disabil Pract. 2011;14(5):18–22.

  2. HQIP (2015) Confidential enquiry in to deaths of people with learning disabilities CIPOLD 2013 [online]. Available from: http://www.hqip.org.uk/public/cms/253/625/19/438/Confidential Inquiry into premature deaths of people with learning disabilities CIPOLD full final report 2013.pdf?realName.

  3. O'Boyle-Duggan M, Grech JD, Brandt R. Effectiveness of live simulation of patients with intellectual disabilities. J Nurs Educ. 2012;51(6):334–342.

  4. Smiley E. Epidemiology of mental health problems in adults with learning disability: an update. Adv Psychiatr Treat. 2005;11(3):214–222.

  5. Soni S, Hall I, Doulton P, Bowie P. Involving people with intellectual disabilities in the formal assessment of psychiatrists' skills. Eur Psychiatry. 2016;33(suppl S16).

  6. Thacker A, Crabb N, Perez W, Raji O, Hollins S. How (and why) to employ simulated patients with intellectual disabilities. Clin Teacher. 2007;4(1):15–20.

  7. Thomas B, Courtenay K, Hassiotis A, Strydom A, Rantell K. Standardised patients with intellectual disabilities in training tomorrow's doctors. Psychiatr Bull. 2014; 38(3):132–136.

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