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Can Fam Physician. 2019 Apr;65(Suppl 1):S35-S40.

Teaching family medicine residents about care of adults with intellectual and developmental disabilities.

Author information

1
Associate Professor in the Department of Family Medicine at Queen's University in Kingston, Ont. ian.casson@dfm.queensu.ca.
2
Family physician at Forest Hills Family Health Centre and the Integrated Services for Autism and Neurodevelopmental Disorders, and Lecturer in the Department of Family and Community Medicine at the University of Toronto in Ontario.
3
Associate Clinical Professor in the Department of Psychiatry and Behavioural Neurosciences at McMaster University in Hamilton, Ont.
4
Associate Professor in the Department of Psychiatry at the University of Toronto.
5
Assistant Professor and Director of the Intellectual Developmental Disabilities Program in the Department of Family Medicine at Queen's University.
6
Assistant Professor in the Department of Family Medicine at Queen's University.
7
Associate Professor in the Department of Family Medicine at Queen's University.
8
Professor Emeritus at Dalhousie University in Halifax, NS, and the University of Western Ontario in London.
9
Assistant Professor in the Department of Paediatrics at the University of Toronto.
10
Directs the Azrieli Adult Neurodevelopmental Centre at the Centre for Addiction and Mental Health and is Professor in the Department of Psychiatry at the University of Toronto.
11
Clinical Assistant Professor in the Discipline of Family Medicine at Memorial University of Newfoundland in St John's.

Abstract

PROBLEM ADDRESSED:

Adults with intellectual and developmental disabilities (IDD), a group with complex health problems and inequities in access to health care, look to family physicians for primary care.

OBJECTIVE OF PROGRAM:

To enable residents to learn and demonstrate competencies that are unique to the care of adults with IDD with minimal extra time and resources required of the residency program.

PROGRAM DESCRIPTION:

In their regular family medicine teaching practices, residents undertake planned encounters with adults with IDD involving comprehensive health assessments with physical examinations. Tools to implement the Canadian guidelines for primary care of adults with IDD are available to support the residents in their encounters. Background information in the form of self-learning and small group learning resources, field notes with rubrics to assess residents' development of competencies, and faculty development resources are also available.

CONCLUSION:

It is important to include such planned clinical experiences in family medicine residency curricula because people with IDD have special needs that are difficult to learn about in other settings. It is a benefit to residents to have patients and families actively contributing to teaching.

PMID:
31023779
PMCID:
PMC6501710

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