Knowledge and Perceptions of Newly Graduated Medical Practitioners in Malaysia of Their Role in Medical Care of People With Developmental Disabilities

Abstract

Improving content and consistency on developmental disabilities in undergraduate medical curricula has been recommended as a means of improving health outcomes for people with developmental disabilities. Although often the subject of studies in Western countries, little is known about content on developmental disabilities in undergraduate curricula in developing countries. A study was undertaken to: (1) explore content and experience with developmental disabilities received in undergraduate training by medical practitioners in Malaysia; and (2) explore perceptions of their role in the identification and management of developmental disabilities in practice. Comparisons were made according to location of training. Data were collected using a 107‐item questionnaire that was administered to 230 newly graduated house officers on their first rotations in seven public hospitals in Peninsula Malaysia. Deficits and inconsistencies were indicated in both content and experience of developmental disabilities during training. Uncertainty about their role in the identification and management of developmental disabilities was evident. Greater inconsistencies and deficits were evident for respondents trained in Eastern and Middle Eastern countries compared with those trained in Malaysia and Western countries. Results suggest a need for increased content, consistency, and intentional exposure in relation to developmental disabilities during undergraduate training across all training settings.

Intellectual disability health content within medical curriculum: an audit of what our future doctors are taught

“…Parallel to the current study’s finding that clinical assessment and management skills were most often taught, with little focus on disability and health care systems, the majority of content taught in the UK medical schools was medical aspects of disability, with minimal teaching on support services. Medical graduates working in Malaysian public hospitals reported receiving most of their developmental disability education across paediatric and psychiatric curricula in comparison with other areas [ 27 ]. However we found the majority of compulsory units were offered in paediatrics, while only five units were in psychiatry.…”

“…Few schools included ethical aspects, or the role of support services in their curricula. In Malaysia, new medical school graduates were surveyed from seven public hospitals about the education they received on developmental disability (which includes intellectual disability) during undergraduate study [ 27 ]. The majority of respondents had studied in Malaysia (71 %), but students who attended medical school abroad were also surveyed.…”

Global perspective on early diagnosis and intervention for children with developmental delays and disabilities

“…This is understandable given the emphasis on improving survival, but it is no longer acceptable. Studies of recent medical school graduates in Malaysia, for example, indicate a paucity of clinical exposure and training in identifying and caring for children with developmental disabilities 39 . In this setting parents often have strong cultural values and myths about child development and healthcare.…”

“…Studies of recent medical school graduates in Malaysia, for example, indicate a paucity of clinical exposure and training in identifying and caring for children with developmental disabilities. 39 In this setting parents often have strong cultural values and myths about child development and healthcare. They might be unaware of the significance of serious developmental delays or the presence of significant neurodevelopmental disorders.…”

Influence of Exposure on Public Acceptance Towards Physical Activity Involvement of People With Disabilities (Pwd): Exploring the Mediating Role of Attitude Using Sem Approach

“…This means that as more public are exposed to disabled people involvement in physical activity; the more positive is their attitude toward them. Previous study by Moyle, Lacono, and Liddell (2010) found that subjective knowledge and prior acquaintance were strongly associated with positive attitude to increase the intention to involve in physical activity together with PWD. This notion was further supported by Lua and Neni (2011) study which indicated that providing more information, knowledge, experiences with disabled people would increase positive attitude of public toward them.…”