Planting the Seeds of Collaboration: A Pilot for School/Clinic Partnerships During Pediatric Clerkship.
A single day in an inclusive classroom lifts medical students' confidence about kids with disabilities.
01Research in Context
What this study did
Farley et al. (2022) sent medical students on short school visits during their pediatric clerkship. The students watched inclusive classrooms and talked with teachers.
The team asked the students how they felt before and after the visits. They wanted to know if the visits changed the students' confidence about helping kids with disabilities.
What they found
After the visits, the medical students felt more ready to work with children who have special needs. They also understood school services better.
The change happened fast. Just a few hours in real classrooms made the students feel more competent.
How this fits with other research
Morrison et al. (2017) saw the same attitude boost in college students after a 20-hour community course. Both studies show brief contact works.
Nishimura et al. (1987) used longer behavioral skills training and kept gains for two years. Their in-service plus feedback model went deeper than the short visits.
Gatzunis et al. (2023) taught graduate students via telehealth BST. Like the 2022 pilot, they saw quick skill gains, but they added rehearsal and feedback.
Why it matters
If you work in schools, invite medical or other students in for a day. A short, well-run visit can spark confidence and future teamwork. No fancy gear needed—just real classrooms and time to talk.
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02At a glance
03Original abstract
Although pediatricians and family physicians often refer children to early intervention (EI) and provide support and information to families, medical school training that provides information about special education policy and procedures is often limited. We piloted a program whereby medical students, during their pediatric clerkship, observed school classrooms that included young children with disabilities. Visit impact was measured through assessments of perceived competency and a written reflection. Students showed perceived competency growth across all areas measured. Written reflections demonstrated understanding of special education practices and collaborative opportunities. These findings suggest that incorporating experiential learning through facilitated school visits is a way to enhance the learning experience of medical students on topics essential to supporting children with disabilities and their families.
Intellectual and developmental disabilities, 2022 · doi:10.1352/1934-9556-60.6.453