Health Professions' Educators' Preparedness for Inclusive Education: The HEPIE Study
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.
Authors
- Aishah Moore (ORCID: https://orcid.org/0000-0002-4482-5798)
- Kim Bulkeley (ORCID: https://orcid.org/0000-0002-7595-5624)
- Lise Mogensen (ORCID: https://orcid.org/0000-0002-5474-6620)
- Laura Gray (ORCID: https://orcid.org/0000-0002-7903-5796)
- C.G. Ng (ORCID: https://orcid.org/0009-0008-7868-3901)
- Dinesh Bandara Palipana
- Gisselle Gallego
- Chris Forlin
Institutions
- Bond University (AU)
- Camden and Campbelltown Hospitals (AU)
- The University of Sydney (AU)
- Deakin University (AU)
- Gold Coast Hospital (AU)
- Cooperative Trials Group for Neuro-Oncology (AU)
- Western Sydney University (AU)
- The University of Notre Dame Australia (AU)
Publication Details
- Journal
- The Clinical Teacher
- Published
- 2026-02-17
- DOI
- https://doi.org/10.1111/tct.70364
- Primary Topic
- Inclusion and Disability in Education and Sport
- Type
- article
- Field-Weighted Citation Impact
- 0.00
Funders
- University of Notre Dame
- University of Notre Dame Australia