Article

OBJECTIVE: To test the hypothesis that a multicomponent workshop about
wheelchairs, tailored for undergraduate medical students, is effective in
improving medical students' wheelchair-related knowledge, skills, and attitudes.
DESIGN: A randomized controlled trial of 24 first-
and second-year medical
students randomly allocated into intervention and control groups was undertaken.
The intervention group received a 4-hr workshop that included didactic,
practical, community, and reflective elements. The educational objectives were
validated by a focus group. The main outcome measures were a written knowledge
test, a practical examination, the Scale of Attitudes Toward Disabled Persons,
and students' perceptions. RESULTS: The baseline characteristics of the groups
were comparable. After the workshop, the mean scores on the written knowledge
test and practical examination for the intervention group were higher than for
the control group by 23.9% (95% confidence interval, 17.6%-30.3%; P < 0.0001) and
34.4% (95% confidence interval, 26.3%-42.5%; P < 0.0001), respectively. The
difference (-1.6%) for the Scale of Attitudes Toward Disabled Persons scores was
not significant (P = 0.93), but there may have been a ceiling effect (both
groups' mean scores were >87%). The perceptions of the students who took the
workshop were highly positive. CONCLUSIONS: A wheelchair workshop designed for
medical students was practical, well received by students, and effective at
improving students' knowledge and skills. Although students' attitudes were not
measurably affected by the intervention, there was qualitative evidence of a
positive effect.

Langue : ANGLAIS