Evidence map›Paper›PMID 41700877›Full record

ArticleThe clinical teacher2026

Health Professions' Educators' Preparedness for Inclusive Education: The HEPIE Study.

Gisselle Gallego, Chris Forlin, Lise Mogensen, Laura Gray, Claudia Ng, Kim Bulkeley, Aishah Moore, Dinesh Palipana

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in The clinical teacher, 2026. 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

8 authors.

Gisselle GallegoSchool of Medicine, The University of Notre Dame Australia, Sydney, New South Wales, Australia.ORCID https://orcid.org/0000-0002-3243-8176
Chris ForlinSchool of Education, The University of Notre Dame Australia, Fremantle, Western Australia, Australia.ORCID https://orcid.org/0000-0002-6438-9591
Lise MogensenSchool of Medicine, Western Sydney University, Campbelltown, New South Wales, Australia.ORCID https://orcid.org/0000-0002-5474-6620
Laura GrayThe Damion Drapac Centre for Equity in Health Professions Education, Faculty of Health, Deakin University, Victoria, Australia.ORCID https://orcid.org/0000-0002-7903-5796
Claudia NgSchool of Medicine, The University of Notre Dame Australia, Sydney, New South Wales, Australia.ORCID https://orcid.org/0009-0008-7868-3901
Kim BulkeleySydney School of Health Sciences, The University of Sydney, Camperdown, New South Wales, Australia.ORCID https://orcid.org/0000-0002-7595-5624
Aishah MooreSchool of Medicine, The University of Notre Dame Australia, Sydney, New South Wales, Australia.ORCID https://orcid.org/0000-0002-4482-5798
Dinesh PalipanaSchool of Medicine, The University of Notre Dame Australia, Sydney, New South Wales, Australia.ORCID https://orcid.org/0000-0002-9150-097X

Funding

Australian and New Zealand Association for Health Professional Educators
6 · The paper itself

Abstract

backgroundTo achieve a healthcare workforce that reflects the diversity of the communities it serves, we need to ensure that students with disability have access to safe, effective educational experiences in health professions education. This study aimed to explore health professions' educators (HPEs) views on inclusive education, acceptance of students with different needs and comfort levels when engaging with students with disability.

methodsAn online survey of Australian HPEs was conducted between June and November 2024. Two scales were used to measure preparedness and concerns regarding teaching students with disability. Analyses of variance were performed to compare the mean difference in both scales. The relationship was assessed using a linear regression model.

resultsA total of 148 HPEs completed the survey; of these, 72% were females, 64% were employed in a part-time capacity and on average had been teaching for 12.6 years. They perceived that they had some confidence, knowledge and resources for teaching students with disability, but reported that they had received limited training. HPEs were most concerned about students not being accepted by healthcare or clinical educators and the difficulty of providing appropriate support. DISCUSSION: HPEs had limited training and were concerned that students would not be accepted by healthcare or clinical educators. These findings suggest that reshaping the culture and practices of HPE with regards to disability inclusion may be required to provide HPEs with the skills they need to support students, to dispel misconceptions and to provide students with disability learning environments where they can safely and equitably thrive.

Indexed as

Persons with DisabilitiesAttitude of Health PersonnelAustraliaFemaleHumansSurveys and QuestionnairesAustraliadisabilityeducationhealth professionsinclusion

Identifiers

PMID41700877
PMCPMC12911471

What OpenQuestion holds

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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.