Sara E. Boyd, MS, completed her undergraduate degree in Psychology at the University of Illinois at Urbana-Champaign. She completed her MS in Counseling Psychology and her certificate in Developmental Disabilities at the University of Kentucky. She is currently completing the doctoral program in Clinical Psychology at the University of Kentucky, Lexington, KY.
Virtual Patient Training to Improve Reproductive Health Care for Women With Intellectual Disabilities
Version of Record online: 24 DEC 2010
2008 American College of Nurse Midwives
Journal of Midwifery & Womens Health
Volume 53, Issue 5, pages 453–460, September-October 2008
How to Cite
Boyd, S. E., Sanders, C. L., Kleinert, H. L., Huff, M. B., Lock, S., Johnson, S., Clevenger, K., Bush, N. A., Van Dyke, E. and Clark, T. L. (2008), Virtual Patient Training to Improve Reproductive Health Care for Women With Intellectual Disabilities. Journal of Midwifery & Womens Health, 53: 453–460. doi: 10.1016/j.jmwh.2008.04.017
- Issue online: 24 DEC 2010
- Version of Record online: 24 DEC 2010
- intellectual disabilities;
- mental retardation;
- reproductive health;
- health disparities
A multimedia virtual patient module, involving the case of a young woman with mild intellectual disabilities with a complaint of diffuse abdominal pain, was developed as a clinical training tool for students in health care professions. Primary objectives following use of the module included improved knowledge and reduced perception of difficulty in treating women's health patients with intellectual disabilities. The module was developed using an iterative, collaborative process of a core development team that included medical professionals, multimedia specialists, the parent of a child with intellectual disability, and a disability advocate. Over the course of the module, students were required to identify appropriate and effective clinician–patient interactions in addition to relevant medical and developmental concerns for this patient population. Pilot data from a sample of nursing, physician assistant, and medical students suggest that the module is an effective tool for both improving students' knowledge and reducing their perception of difficulty in providing care to women's health patients with intellectual disabilities.