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

• Published in: Canadian family physician Vol. 65; no. Suppl 1; pp. S35 - S40
• Main Authors: Casson, Ian, Abells, Dara, Boyd, Kerry, Bradley, Elspeth, Gemmill, Meg, Grier, Elizabeth, Griffiths, Jane, Hennen, Brian, Loh, Alvin, Lunsky, Yona, Sue, Kyle
• Format: Journal Article
• Language: English
• Published: Canada College of Family Physicians of Canada 01.04.2019
• Subjects: Adults; Developmental disabilities; Family physicians; Intellectual disabilities; Medical education; Primary care; Program Description; Quality of care; Canada
• ISSN: 0008-350X; 1715-5258

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. 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. 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. 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.