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

## TL;DR

This study explores how prepared health educators in Australia feel about teaching students with disabilities and highlights the need for better training and inclusive practices.

## Contribution

The study provides new insights into the preparedness and concerns of health educators regarding inclusive education for students with disabilities.

## Key findings

- Health educators reported limited training and some confidence in teaching students with disabilities.
- They expressed concerns about student acceptance and providing appropriate support.
- The study suggests a need to reshape cultural practices to improve disability inclusion in education.

## Abstract

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 when engaging with students with disability.

An 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.

A 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.

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.