Peer-Reviewed Publication
Clin Teach2026;23(2):e70364.April 1, 2026Journal Article
Health Professions' Educators' Preparedness for Inclusive Education: The HEPIE Study.
Gisselle Gallego1,2, Chris Forlin3, Lise Mogensen4, Laura Gray5,6, Claudia Ng1, Kim Bulkeley7, Aishah Moore1, Dinesh Palipana1,8,9
1School of Medicine, The University of Notre Dame Australia, Sydney, New South Wales, Australia.
2Centre for Disability Studies, an affiliate of the University of Sydney, Camperdown, New South Wales, Australia.
3School of Education, The University of Notre Dame Australia, Fremantle, Western Australia, Australia.
4School of Medicine, Western Sydney University, Campbelltown, New South Wales, Australia.
5The Damion Drapac Centre for Equity in Health Professions Education, Faculty of Health, Deakin University, Victoria, Australia.
6The Centre for Research in Assessment and Digital Learning (CRADLE), Deakin University, Victoria, Australia.
7Sydney School of Health Sciences, The University of Sydney, Camperdown, New South Wales, Australia.
8Faculty of Health Sciences & Medicine, Bond University, Robina, Queensland, Australia.
9Emergency Department, Gold Coast University Hospital, Gold Coast, Queensland, Australia.
Abstract
BACKGROUND: To 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 wh…
Create a free account to keep reading
Free members get 10 full research views every month across publications, clinical trials, FDA clearances, adverse events, and NIH grants. No credit card required.
Want unlimited research access? See Pro plans