Sustained Impact of a Virtual Disability Education Curriculum With Fourth-Year Medical Students in a Mandatory Physical Medicine and Rehabilitation Clerkship.

Objective: The aim of the study was tomeasure the short- and long-term impact of a virtual disability education curriculum associated with a 2-wk mandatory physical medicine and rehabilitation clerkship for fourth-year medical students. Design: A prospective pre-post intervention survey-based study measuring the impact of a virtual disability education series at 1-wk and 6-mo time points after a mandatory physical medicine and rehabilitation clerkship including 8 hrs of virtual didactics with an emphasis on physical disabilities. The surveys assessed the overall virtual curriculum, perceived benefit of a virtual encounter, and the long-term applicability of the information learned from the clerkship. Results: The physical medicine and rehabilitation clerkship was effective in improvingmedical students' perceived comfort and clinical knowledge regarding treatment of persons with disabilities (P < 0.01). Therewere no statistical differences at the 6-mo time point, indicating sustained benefit and integration of knowledge in the long term (P > 0.05). In addition, 84% of students reported using the information in clinical experiences at 6 mos. Conclusions: The physical medicine and rehabilitation clerkship including a virtual disability education curriculum improved long-term perceived medical student comfort and knowledge of treating persons with disabilities, with a focus on those with physical disabilities. Virtual encounters with persons with disabilities are viable and impactful avenues to provide this education. [ABSTRACT FROM AUTHOR]