ArticleBMC medical education2025
A cross-country analysis of Polish, Serbian, and Czech medical students' competencies in working with individuals with intellectual disabilities.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
1 citing paper in PubMed.
- Serbian Healthcare Students' Perceptions of and Readiness to Care for People with Intellectual Disabilities: A Cross-Sectional Study.Healthcare (Basel, Switzerland) · 2025Article
Corrections and comments
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Authors and funding
8 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundThe complexity of difficulties and limitations associated with intellectual disabilities entails the need for accessing support in healthcare services by competent physicians. The way medical education is structured in different countries may influence how well medical students are prepared to address the needs of patients with intellectual disabilities.
methodsThree self-constructed scales were used to compare the self-assessed competencies of undergraduate medical students from Poland, Serbia, and the Czech Republic working with individuals with intellectual disabilities and to understand the significance of selected variables differentiating these competencies across countries.
resultsA total of 357 medical students from the three countries constituted the study sample. The students generally acknowledged the necessity of preventing discriminatory practices in healthcare and recognized the importance of special protection for individuals with intellectual disabilities. Differences were observed in their social distance and self-assessed competencies in working with these patients. Additionally, sociodemographic factors and prior experience played differing roles.
conclusionsThe education of future doctors should include the opportunity to develop knowledge and skills to work with patients with disabilities.
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