Table 1.

Summary of included studies (N = 20)

Authors (Year)	Sample size (n)	Country	Study Design	Year of Training	Curriculum Related to Disability
Ankam et al. (2019)22	None	USA	Review Paper	First to fourth year	This paper focused on the Association of Academic Physiatrist (AAP) annual meeting in California, where people with disabilities and physicians came together to discuss solutions to develop a curriculum for international agencies such as WHO. The curriculum used case-based learning, patient simulation, and objectively structured clinical examinations.
Borowsky et al. (2021)5	Students (n = 121)	USA	Mixed Methods	First year	A three-week ableism and disability-based curriculum was implemented for students in the form of a twelve-hour seminar, made up of twelve students and one facilitator at the University of California San Francisco School of Medicine (UCSF). Facilitators were given training regarding the social aspects of having a disability. Students were given the opportunity to participate in an eight-week UCSF fellowship summer program following the twelve-hour seminar to implement changes to the current curriculum alongside a facilitator. The twelve-hour session with the group of twelve students was divided into two key components, a thirty-minute group discussion and a forty-minute student presentation. During the thirty-minute group discussion, students deliberated on solutions regarding the stigma and bias that patients with disabilities endure daily. Subsequently, the forty-minute student presentation included key topics related to ableism.
Castro et al. (2017)10	Students (n = 12)	Brazil	Qualitative	First to fourth year	This nationwide curriculum consisted of a thirty-hour multidisciplinary course to improve competencies necessary for physicians to provide vital care to people with disabilities. The thirty-hours were divided into four categories: the first eight-hours, focused on the concepts of disabilities and the policies associated with it. The subsequent eight-hours were allocated to the experiences of having a disability, the next eight-hours focused on the clinical experience with a physiotherapist. Additionally, the last six-hours were allocated for seminars, discussions, and debates that included guest lecturers with disabilities to share their experiences with the students.
Crotty et al. (2000)11	Students (n = 146)	Australia	Quantitative	Third year	The Flinders University of South Australia’s introductory course on disabilities allowed students to explore the concepts of rehabilitation and disability within medicine. Students were asked to participate in various activities in a span of four-weeks. Beginning with patient monitoring with the acquisition of knowledge within a rehabilitation setting. Subsequently, students then visited two individuals who were diagnosed with a disability living in the community and evaluated their physical, mental, functional, and social status. Additionally, students were also asked to take part in twenty-seven hours of lectures, which included problem-based learning (PBL).
Galil et al. (1996)12	Students (n = 60)	Israel	Qualitative	First year	At the Child Development Center, programs were introduced which allowed students to acquire clinical disability experience within a hospital setting. This allowed students to interact with individuals with disabilities while simultaneously developing an understanding of complications individuals with disability faced. Students were required to take part in a four-day program which included group discussions regarding the connotation of disability and lectures on common causes of disability. Finally, students presented a thirty-minute presentation summarizing the program and what they learned.
Graham et al. (2009)21	Students (n = 12)	Columbia	Quantitative	Third year	The curricula consisted of a ninety-minute session taught to medicals students during their six-week family medicine clerkship that included describing scenarios that are focused on the various aspects of an individuals’ disability, the specifics regarding their conditions and other considerations of their care. Students discussed solutions for patients with disabilities allowing them to gain experience and comfortability in the diagnosing patients’ disabilities effectively.
Jones et al. (2007)23	Students (n = 26)	Australia	Qualitative	Fourth year	Sixteen students were given the chance to volunteer in groups of three or four to complete the pediatrics’ and child health’s eight-week placement at Newcastle University. The students were supervised by a general pediatrician at a rural referral hospital, where the students had exposure to outpatient pediatric sessions. Problem based learning and bedside teaching sessions were used to enhance students' clinical experiences. Another major component of this curriculum included four-visits to community with a duration of an hour and a half /per week.
Loerger et al. (2019)6	Articles (n = 77)	USA	Systematic Review	First to fourth year	The authors’ coding was based on the curriculum interventions that includes the following four categories: (a) attitudes: evaluating overall feelings and perceptions about people with disabilities; (b) skills: curriculums that assessed how well students could execute skills related to disability e.g.OSCEs; (c) knowledge: curriculums that assessed if the students had enough information about disability; and (d) feedback: any form of evaluation or reported feedback related to students’ perceptions of the educational intervention.
Long-Bellil et al. (2011)9	None	USA	Program Evaluation Paper	First to fourth year	This study reported on the different types of programs available for medical trainees, which incorporated the use of standardized patients with disabilities. Furthermore, the paper also discussed how medical school curricula began to incorporate the use of standardized patients which allows students to care for patients more effectively.
Marshall et al. (1991)17	None	UK	Perspective Paper	First to fourth year	This perspective paper discussed recommendations for a disability curriculum which could be taught one day a week over the course of two months, with the involvement of healthcare professionals as the educators. Additionally, the authors suggests that the curriculum should also include teaching communication skills, community-based teaching, home visits, and hospital-based teaching in wards. Finally, the curriculum should incorporate more structured assessments to ensure that medical students have better clinical knowledge needed for proper diagnosis.
19Medina-Walpole et al. (2012)	Students (n = 194)	USA	Quantitative	First year	Students were required to participate in a ten-week disability curriculum at the University of Rochester School of Medicine and Dentistry. The goal of this curriculum was to improve students' clinical and didactic aspects of treating patients with disabilities. Students were taught sessions by patients with disabilities which improved their clinical knowledge and comfortability in assessing these patients.
Rogers et al. (2016)16	Students (n = 10)	USA	Qualitative	First year	A comprehensive disability curriculum was implemented utilizing trained speakers from local disability organizations and participants with various types of disabilities as panelists. The two and a half-hour session were supervised by faculty members followed by a one-hour discussion with community member panelists. Students were divided up into small groups for ten-minutes to discuss general topics on disability, which was followed-up by a small presentation and group discussions.
Sarmiento et al. (2016)13	Students (n = 100)	USA	Quantitative	First and second year	For this curriculum, the teaching strategies consisted of small group sessions, discussions, videos, model patients with disabilities, and social aspects related to disability. Students were also required to take part in the two-year longitudinal project called Family Centered Experience, which improved medical students' communication skills with patients and their families and to promote understanding of patient’s experiences. Students had their own individual two-hour group discussions to improve comfortability among themselves. M1 session’s (First years) discussed important educational strategies including social and medical aspects of disability and stigma associated with it. M2 session’s (Second years) educational strategies include improving social and societal requirements along with an understanding of the hardships faced by these individuals.
Sheppard et al. (2017)15	Students (n = 112)	USA	Mixed Methods	Second year	The new curriculum was based on a flipped classroom approach which consists of online modules and panel discussions with parents of children with disabilities. Students were required to study a twenty-slide presentation focusing on special education law, disabilities education act, and policies as well as information about the role of physicians in terms of diagnosis, referral, and on-going support. One-week later, five mothers who had children with disabilities participated as panelists to discuss their experiences in a class. Following this discussion students were then given an assignment based on three writing prompts to participate in an online discussion.
Symons et al. (2009)2	None	USA	Program development and Evaluation Paper	First to fourth year	The authors had defined three general goals for disability curriculums relating to (1) building the required knowledge, (2) instilling the appropriate attitudes, and (3) fostering the needed skills to care for people with disabilities. In this curriculum, both traditional (didactic sessions) and modern teaching techniques (encounters with parents of patients and standardized patients) were implemented. Students also had hands-on clinical experience during their disability curriculum. First-year medical students were given lectures on the topic of disability and its social aspects by individuals from community agencies. Students were also required to participate in small group discussions about the experiences of people with disabilities and their families within the health care system. Second-year medical students were given presentations on clinical aspects of interactions and participated in clinical encounters with people with disabilities. Third-year medical students spent a day in their family medicine clinic to get exposure to the clinical setting. They were involved in didactic presentations that focused on common medical concerns reported by people with disabilities. They also took part in a half-day workshop that focused on the legal and socioeconomic aspects of the care they provided. Lastly, fourth-year students had the option to be involved in a four-week elective on primary care of this patient population.
Symons et al. (2014)14	Students (n = 113)	USA	Quantitative	First to fourth year	The curriculum was integrated into all four-years of undergraduate medical education (UME). Please refer to the detailed curriculum outlined by Symons et al. (2009) also included in this scoping review.
Tracy et al. (1996)20	Students (n = 25)	Australia	Quantitative	First year	The curriculum consisted of weekly sessions for two hours for twelve-weeks. Guest speakers were invited to give the students the opportunity to hear about the experiences with their disability in more detail. The students were evaluated on their attendance and participation, and each was involved in a role play during the last session.
Watmough et al. (2014)7	Students (n = 20)	UK	Qualitative	Third year	A Problem Based Learning (PBL) course at the University of Liverpool on disability was developed. The aim of the disability rotation was to improve communication skills, introduce the concept of disability and social models of disability. The rotation consists of six full-day small group tutorial sessions which include two small-group communication skill sessions and PBL scenarios that encourage the students to explore issues associated with disability and five-days at a GP placement where they were involved in the care of two patients.
Wells et al. (2002)18	None	UK	Letter to the Editor	First to fourth year	Disability based curricula was taught at Bristol Medical School to help medical students overcome their misinterpretations and biases regarding disabilities.
Woodard et al. (2012)3	Students (n = 245)	USA	Quantitative	Third year	A new training module related to disability was developed at the University of South Florida (USF). Students had to participate in a twelve-week clerkship on primary care and special individuals. The students had to attend two separate half days both focused on general disability education. Half of the duration of the clerkship (six weeks) was spent with a disability module and the remaining six weeks focusing on clerkship.