Motivating Students to Learn

Health professionals' education related to people with intellectual and developmental disabilities: A scoping review

“…Further involving persons in co‐production of services impacting them is considered an ethical issue in healthcare, transcending the traditional dichotomy between knowledge and program developers and users (Turakhia & Combs, 2017). Approximately 20% of articles reviewed indicated that people with intellectual and developmental disabilities were involved in developing lecture materials and learning activities (Atkinson & Williams, 2011; Harding, 2009; Robinson & Sadao, 2005; Sanders et al, 2007; Sanders, Kleinert, Boyd, et al, 2008; Sarmiento et al, 2016), focus groups to inform development of a program (Jiwa et al, 2020), providing lectures, mentorship, or tutoring to students (Harding, 2009; Iannuzzi et al, 2019; MacSporran, 2014; Mogro‐Wilson et al, 2014; Saketkoo et al, 2004; Smith et al, 2016; Tracy & Iacono, 2008; Ward et al, 2016), co‐facilitating lectures with nursing students (Felton et al, 2018), participating in role‐play, development of case studies, or participating in panel discussions or interviews in classes (Eaton et al, 2004; Fursland, 2004: Havercamp et al, 2016; Jones et al, 2015; Karl et al, 2013; Kleinert et al, 2007). Ten articles described the involvement of family members of people with intellectual and developmental disabilities in the planning and delivery and/or evaluation of outcomes (Eaton et al, 2004; Goddard et al, 2010; Havercamp et al, 2016; Iannuzzi et al, 2019; Kleinert et al, 2007; Kleinhans & Hart, 2012; Kube et al, 2013; Mogro‐Wilson et al, 2014; Robinson & Sadao, 2005; Sanders, Kleinert, Boyd, et al, 2008; Sanders, Kleinert, Free, et al, 2008; Webb et al, 2000).…”

“…Approximately 20% of articles reviewed indicated that people with intellectual and developmental disabilities were involved in developing lecture materials and learning activities (Atkinson & Williams, 2011; Harding, 2009; Robinson & Sadao, 2005; Sanders et al, 2007; Sanders, Kleinert, Boyd, et al, 2008; Sarmiento et al, 2016), focus groups to inform development of a program (Jiwa et al, 2020), providing lectures, mentorship, or tutoring to students (Harding, 2009; Iannuzzi et al, 2019; MacSporran, 2014; Mogro‐Wilson et al, 2014; Saketkoo et al, 2004; Smith et al, 2016; Tracy & Iacono, 2008; Ward et al, 2016), co‐facilitating lectures with nursing students (Felton et al, 2018), participating in role‐play, development of case studies, or participating in panel discussions or interviews in classes (Eaton et al, 2004; Fursland, 2004: Havercamp et al, 2016; Jones et al, 2015; Karl et al, 2013; Kleinert et al, 2007). Ten articles described the involvement of family members of people with intellectual and developmental disabilities in the planning and delivery and/or evaluation of outcomes (Eaton et al, 2004; Goddard et al, 2010; Havercamp et al, 2016; Iannuzzi et al, 2019; Kleinert et al, 2007; Kleinhans & Hart, 2012; Kube et al, 2013; Mogro‐Wilson et al, 2014; Robinson & Sadao, 2005; Sanders, Kleinert, Boyd, et al, 2008; Sanders, Kleinert, Free, et al, 2008; Webb et al, 2000). Remunerating people with intellectual and developmental disabilities for their time in developing programs and interacting with students as lecturers, panelists, standardized patients, and other roles is best practice; however, the issue was not regularly addressed in the articles reviewed.…”

“…The Interprofessional LEND Program, funded since the 1950s, has 52 programs in 44 states, with partnerships reaching the other six states and three territories (Association of University Centers on Disability Emerging Leaders Community, 2018). Only three articles described collaboration with the LEND Program (Eaton et al, 2004; Lotrecchiano et al, 2013; Rosenberg et al, 2018). Another article described collaboration with the Interdisciplinary Leadership Training Program in Aging and Developmental Disabilities (Kropf et al, 1993).…”