Evidence map›Paper›PMID 40771788›Full record

ArticleCanadian medical education journal2025

Engagement of students in care delivery for individuals with intellectual and developmental disabilities through interprofessional education.

Jane Jomy, Hillary Chan, Stuart McKinlay, Sebat Mohamed, Ben Caplan, Rachel Cohen, Leigh Caplan, Lily Cohen, Jessica Lynch, Shelby Olesovky and 1 more

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Canadian medical education journal, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

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.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

  1. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

11 authors.

Jane JomyTemerty Faculty of Medicine, University of Toronto, Ontario, Canada.
Hillary ChanTemerty Faculty of Medicine, University of Toronto, Ontario, Canada.
Stuart McKinlayTemerty Faculty of Medicine, University of Toronto, Ontario, Canada.
Sebat MohamedTemerty Faculty of Medicine, University of Toronto, Ontario, Canada.
Ben CaplanSpecial Olympics Ontario, Ontario, Canada.
Rachel CohenSpecial Olympics Ontario, Ontario, Canada.
Leigh CaplanSunnybrook Academic Family Health Team, Department of Family and Community Medicine, University of Toronto, Ontario, Canada.
Lily CohenTemerty Faculty of Medicine, University of Toronto, Ontario, Canada.
Jessica LynchTemerty Faculty of Medicine, University of Toronto, Ontario, Canada.
Shelby OlesovkyTemerty Faculty of Medicine, University of Toronto, Ontario, Canada.
Brock ReissnerSpecial Olympics Ontario, Ontario, Canada.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Patients with intellectual and developmental disabilities (IDD) do not receive quality medical care, resulting in health disparities. A key contributing factor to poor care delivery is the lack of standardized IDD curriculum in Canadian medical education. Many physicians and nurses report they do not feel confident in providing care for patients with IDD. It is imperative to design curriculum for medical and nursing students to build confidence and competency. At the University of Toronto, we delivered a 4-hour workshop that provides a framework for delivering IDD education that should be replicated at institutions Canada-wide to address this critical gap in training.

Indexed as

Delivery of Health CareDevelopmental DisabilitiesIntellectual DisabilityInterprofessional EducationStudents, MedicalCanadaClinical CompetenceCurriculumHumansStudents, Nursing

Identifiers

PMID40771788
PMCPMC12322851

What OpenQuestion holds

Textmetadata
LicenceCC BY-NC-ND
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Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.