Introduction Health and social service providers have limited expertise with regard to assessing and treating psychiatric disorders in adults with intellectual and developmental disabilities. The aim of this study was to describe the development and pilot evaluation of a virtual capacity-building program (Project ECHO) focused on supporting the mental health of adults with these disabilities in Ontario, Canada.Method The pilot program consisted of 12 weekly 1.5 hour sessions hosted through a video-conferencing platform, with a combined focus of didactic teaching and case-based learning, led by an interprofessional team of subject matter experts. The program evaluation was informed by Moore's evaluation framework for continuing medical education. Ongoing attendance tracking, weekly surveys, and pre-post questionnaires were used to evaluate participation, satisfaction, learning and self-efficacy, and practice change.Results The program included 62 participants from across Ontario, Canada, from both the health and social service sectors. Seventy-three percent of participants attended six or more sessions, with high participant satisfaction ratings seen with the program. A statistically significant improvement in self-efficacy mean scores of 14.7% was observed pre-post. Seventy-four percent of respondents indicated that they had changed their practice because of participating in this ECHO.Conclusion Good participant retention, satisfaction, and increased confidence suggests this cross-sector virtual medical education program may have value for health and social service providers as they support the mental health of adults with intellectual and developmental disabilities.
The COVID-19 pandemic significantly impacted the mental health of adults with intellectual and developmental disabilities (IDD). During this period of uncertainty and need for up-to-date information, various virtual training programmes demonstrated the role of tele-mentoring programmes.
As the growth of primary care continues, the need for strengthening the scientific foundations of practice becomes more pressing. Although there is general agreement on the importance of promoting primary care research by medical students, little has been reported on how this can be accomplished. The goal of the program described is to involve medical students in primary care research.Over the last 7 years, the Department of Family Medicine at the University of Colorado has promoted the involvement of medical students in primary care research through a program consisting of five elements: 1) a student development program (the Family Medicine Scholars Program), 2) financial support for student research, 3) a core of faculty mentors, 4) a strong coordinating effort by the predoctoral education office, and 5) research agendas geared to student schedules.The number of students involved in primary care research, presentations, and publication of papers by students has increased since we initiated our medical student research program 7 years ago.The elements discussed have proven successful at increasing student participation in primary care research.
To provide tips and tools for primary care practitioners carrying out health checks for adult patients with intellectual and developmental disabilities (IDD) and for implementing a systematic program of health checks in a group or team practice.
Abstract Background Behavioral challenges exhibited by individuals with IDD can signal a poor person–environment relationship. There remains limited understanding about the physical characteristics of successful housing for this population. This article summarizes research on housing design for individuals with IDD who engage in behaviors that challenge. Specific Aims Original, peer‐reviewed research on the physical environment of housing was reviewed to determine the characteristics that can be modified to meet the needs of individuals with IDD who engage in behaviors that challenge. Method Electronic databases and reference lists of relevant publications were searched for peer reviewed empirical research related to housing design for behaviors that challenge. Two reviewers independently applied inclusion criteria to identify studies. Content analysis identified housing features. Findings Fourteen studies were identified that described inadequate and successful housing characteristics. Elements such as location, layout, safety, stimulation, and homelikeness were reported to contribute to successful housing. Discussion Design of the physical environment has important policy and practice implications for supported housing that addresses behaviors that challenge. The development of design tools, guidelines, and personalized housing for this population is discussed.
