A Novel Standardized Patient Encounter Including Patients with Intellectual and Developmental Disabilities: A Pilot Study Teaching Interprofessional Education Competencies to Health Professions Students

Authors

  • Mohamed Rahhal Missouri School of Oral and Dental Health (MOSDOH), A. T. Still University, St Louis, MO, 63104, USA
  • Brenda Higgins Interprofessional Education & Collaboration Department, A. T. Still University
  • Madison Reed Medical Education Department, Kirksville College of Osteopathic Medicine (KCOM), A. T. Still University
  • Matthew Burnett Medical Education Department, Kirksville College of Osteopathic Medicine (KCOM), A. T. Still University
  • Zachariah Steffen Medical Education Department, Kirksville College of Osteopathic Medicine (KCOM), A. T. Still University
  • Gustavo Fernandes A.T. Still University - Missouri School of Dentistry and Oral Health
  • Rawda Awad Missouri School of Oral and Dental Health (MOSDOH), A. T. Still University, St Louis, MO, 63104, USA

DOI:

https://doi.org/10.22230/jripe.2026v15n1a379

Abstract

Background: Interprofessional education is critical for teaching health professions students to work collaboratively, especially when caring for patients with intellectual and developmental disabilities (I/DD). The purpose of the current study was to evaluate the effectiveness of a novel standardized patient (SP) encounter using patients from the I/DD community to teach interprofessional competencies to medical and dental students.

Methods and Findings: It was used a pretest-posttest survey design to evaluate our novel SP encounter. The case scenario of the SP encounter involved a patient with type 2 diabetes with complaints of pain in a mandibular molar. Study outcomes evaluating the effectiveness of the novel interprofessional SP encounter. An independent samples t-test was used for analyze of the results. 38 students and 7 SPs participated of this study. Students and faculties assessments indicated all teams exhibited interprofessional respect and effectively developed coordinated treatment strategies. The SPs felt listened and understood the interprofessional treatment plan. Values/ethics (p=0.190), Roles/responsibilities (p=0.017), Interprofessional communication (p<0.001), and Teams and teamwork (p<0.001); except for the values/ethics, there were significant improvements in student understanding of the competencies between surveys (p<0.02).

Conclusions: SPs from the I/DD community can be a valuable resource for teaching interprofessional competencies to health professions students.

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Published

2026-11-13

Issue

Vol. 15 No. 1 (2026)

Section

Empirical Research Articles

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